新目标英语七年级上Unit2 Is this your pencil?教案 说课教案
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篇1：新目标七年级上教案
新目标七年级上教案
Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher:After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’ s play a game to see who knows the most. (Divide all the students into several groups and show a pictur（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受） Teacher:Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introdrce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei.Nice to meet you. Ss:Hello, Li Lei. Nice to meet you ,too. Ss:Hello!What’s your name? S2:I’m Sun Ping.How do you do? Ss:How do you do ? Step Two:Drills. 1. Make introductions.（通过句型的.操练使学生更加熟练掌握所学 的句式。） Teacher:The new term begins.Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa:Hello! I’m Li Lei. What’s your name? Sb:My name’s Zhang Feng.Nice to meet you. Sa:Nice to meet you,too.And what’s your name,please? Sc:Lin Li. How do you do? Sa：How do you do? 2. Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class.They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three:Make friends. 1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。） Teacher:Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK? Ss:OK. Example: Sa:This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you. Sc:Nice to meet you, too.Look! This is my new friend. Her name is He Lu. Ss:How do you do? Sd:How do you do? (Students can stand up and introuduce their friends to others freely.They can greet each other warmly.Everyone in the class can have more friends.They can also know something else about them.) 2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。） Teacher:Just now I said three new students from other countries would come to our class.Now,look!They are here.Let’s give them a warm welcome. (Three “foreign” students come in and all the students clap warmly.) Teacher:It’s their first time to come to China.Would you like to listen to their introductions? Ss:Yes. (Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up. Some students are asked to sum up this lesson. It is how to make new friends and how to greet them.It is very important in the daily life. Homework “How do you meet new visitions at home? Period Two 课前准备 教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。 教学设计 Step One:Revise the sentence patterns. 1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher:Yesterday we’ve known each other already.Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna. 2. Listen to the conversations and finish the exercises. Teacher:Yesterday I made a new friend.Her name is Jenny.She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information. (Students listen to the tape and give the right answers.) 3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher:Now you’ve known something about introductions and greetings.But if you are in other places,how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example: (At a party) Sa:Hello! I’m Lucy Green. What’s your name? Sb:My name is Kate Brown, Jim’s classmate.Nice to meet you. Sa:Nice to meet you,too. I’m Jim’s sister.Welcome to Jim’s birthday party. Make yourself at home. Sb:Thanks, I will. Step Two:Choose English names. 1. Play a name game.（有效引出“英文名字”这一主题。） Teacher：As we know, everyone has a name.Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game.The winners of the game will get English names. Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names. Example: S1: My name’s Tony. S2: His name’s Tony. My name’s Linda. S3: His name’s Tony. Her name’s Linda. My name’s Nick. S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小组的方式完成名字的识别。） Teacher:Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts:first name and last name. Look at the box, can you classify them according to the demands? Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand Period Three 课前准备 教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。 教学设计 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call. T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers. T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”. Words One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. (After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero… 2. Listen to the conversation and write the telephone number.（通过听力复习单词。） Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills. 1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is … S1: Oh, thank you. What about yours, Lin Fang? S3: It’s… S1: … And may I know your phone number, Yin Kailin? S4: … S1: Thank you very much. Oh, I nearly forgot. My telephone number is… 2. Report it to the class. (After the survey, every group can choose a student to report the survey篇2：新目标英语七年级上Unit2 Is this your pencil?教案 说课教案
Unit2 Is this your pencil?
一、单元分析
本单元的标题为 Is this your pencil? 话题为 Things in the classroom.。本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。本单元与第三单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合第二单元的教材内容，我分语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：
根据教材内容我把该单元的教学目标定为：
1语言知识
⑴语言结构：学习指示代词this, that
What 引导的特殊疑问句用法
Yes/No问句及其简单回答
句型How do you spell pencil?的用法
⑵语言功能：学会辨认物品的所有者
询问物品的所属，对物品的所属进行提问和回答
能够使用目标语言写失物招领和寻物启事
2语言技能：
听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、编写谜语等中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”等语言材料。
3学习策略目标：
使学生明确自己学习的需要，自觉完成课前任务。
通过Contest Guessing 和Role playing，使他们能主动积极地参与课堂活动。
通过完成任务, 培养一种群体意识, 自主学习及合作学习的意识.
※跨学科学习:
艺术：画出所学物品并依此支持完成失物招领和寻物启事。
社会实践
文学: 尝试写失物招领和寻物启事。
4情感态度目标：
培养学生乐于助人，团结，友善的精神。
通过学习“Lost and Found”，培养学生拾金不昧的精神。
通过一系列的任务，鼓舞了学生积极参与活动和积极学习英语的兴趣，增加了学生用英语表达的自信。
5文化意识：
对本单元任务型活动中所用的语言材料如请求、感谢、赞扬等作出符合英语交际习惯的反应；了解英、美国家中小学生的学习、学校生活，培养世界意识。
二、教学重难点：
§重点：
要求掌握的词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring
掌握好重点句型：Is this your pencil?
Yes, it is./No, it isn’t.
What’s this in English?
It’s a pen.
How do you spell it?
P-E-N.
§难点：
一般疑问句、
Lost and Found.
三、单元学情分析
§初一学生总体特征：
1）、学生心理特点：对中学生活既好奇又担忧；希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强；开始步入青春期生理、心理剧变阶段。
2）、学生学习英语的特点：初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。分层次教学，因材施教迫在眉睫。
§本单元学情剖析
本单元的主题是识别物品的所属，学生可以采用Using contest guessing和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地解决类似问题（失物招领、寻物启事），既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。
四、单元教学建议
为达成上述教学目标，根据Go for it!教材的特点，我们将运用任务型教学途径，而学生也相应地采取自主、合作、探究的学习方式。本单元采用Using contest guessing和Role playing的学习策略，利用教学图片或制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。
主题思维图及任务型活动：
围绕这一主题，教师还可以选择的任务活动有：找主人；猜猜看；比比看；失物招领；寻物启事；你该怎么办？
五、单元课时分配
本单元用4课时教学
第1课时从Section A的1a至2c
第2课时从Section A的3a至Section B 的2c
第3课时为Section B的3a 3b 3c 4
第4课时为Self-check及Reading
六、教学设计的思路及教学建议
第二单元的主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。事实表明，如果将真实的语言材料引入学习环境，并与社会的语言活动结合起来，学生的学习效果将是事半功倍的。也就是说，作为授课的老师，我们要结合所授内容，努力为学生创造真实的、贴近生活的情境。正是基于这一原因，教材围绕着这一主题，为我们可以设计了游戏，即找到一些物品的主人，同时我们还可以根据本单元的主要句型，将这些游戏扩展，从而达到练习这些重点句型的目的。
需要说明的问题
1、任务型教学强调的是应用。所以在以用为先导的前提下，要学生在表达时， 一定要注意自己的面部表情、说话的流利程度等等。
2、学习者的参与与语言熟练程度关系很大。所以课上是十分重要的，我们应抓 住学生在课上的每一分钟，将学生吸引到听英语、讲英语的活动中来，从而达到在最短的时间内提高对所学内容的掌握的熟练程度。
3、充分调动学生学习英语的主观能动性，要做好学生的思想工作。
通过我们对教材的阅读、理解，我们发现：任务型教学在很大程度上以学生的个体活动或小组活动为主要形式，因此，如何才能做到充分调动学生学习英语的积极性以及充分发挥个体活动的最高水平是至关重要的，即教师如何才能做到既放得开学生，让学生们自己去开展小组内的学习活动，又能控制住每一组学生都能够保证注意力在课堂上。我想我们可以尝试成立固定的小组，选好组长，加强小组的力量，发挥小组长的作用，做好学生的思想工作。但我们要在课前对小组长进行培训，如：使他们明白自己身为小组长的责任，重要性；教给小组长如何组织活动？当组员不会说英语怎么办？等等。小组长是老师的助手，要在自己学会的同时，还要以自己学习的体会教给同学学习英语的方法。
七、具体教案设计：
Period 1
教学内容:Section A（教材P7-9）
本课教学目标:围绕“识别物品的所属”使学生学会询问物品的主人的基本句型 “Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法，提高学生拼写单词的能力。
重点：使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。
教学突破
Section A通过Find the Owner Game，使学生学会询问物品的主人的基本句型，体会一般疑问句的用法。
教学准备:
教师准备
制作la部分的插图和人物对话的课件，人物以动画片的形式呈现，将听力部分的内容插入，使学生学会询问物品的主人的基本句型；同时复习单词pencil pen book eraser ruler pencil case，学习词汇backpack pencil sharpener dictionary.
学生准备
复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Role playing的学习策略。
1. Warming up
这部分的重点是引出本单元的话题---Things in the classroom，了解学生对教室中物品英语表达的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤：
师生互动：教师通过聊天的形式复习日常交际用语。
T: Good morning ﹗ What’s your name?
S: My name’s × × ×
T: Nice to meet you.
S: Nice to meet you, too.
T: How are you ?
S: Fine, thank you, and you?
T: I’m fine, too. What’s your phone number?
S: It’s 67641632.
T: Thank you.
S: That’s all right.
然后向不同的学生搜集一些文具(课堂上需要讲的), 比如: pencil, pen, book, eraser, ruler, pencil case, backpack, notebook等, 同时可以说一些简单的英语,像: I need your help./May I use/borrow your…?/Thank you for your…等, 自然地创造一个英语情景. 考虑到有些东西学生可能不会带在身边, 教师可以在课前做一些准备. 把这些东西放到一个盒子/袋子里, 然后逐一拿出, 学习单词和句型:This is my pen. This is my book. That is her pen. That is his book. Is this your pen? ect.
2. Match the words
在此基础上，教师利用插图或实物卡片，让学生将单词与实物相连复习一些单词、学一些生词。完成Section A 1a, 并检查答案。
3. Listen and number
然后教师引导学习询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t．” 让学生听对话。Section A 1b
Play the recording the first time. Students only listen. Point out the boxes where they have to write a number for each conversation.
Play the recording again and write the numbers.
Check the answers.
4. Make own conversations
练习并模仿对话。Section A 1c 识别物品的所属。
学生分两人小组编对话。
在学生进行语言活动时，教师检查进程并加以帮助。
5. Listen and do
播放2a部分的录音让学生听，引导学生通过听录音熟悉物品名称”pencil pen book eraser ruler pencil case”，完成2a,2b部分的教学任务。
引导学生重复他们所听到的，模仿对话，识别物品的所属，完成2c部分的教学任务（Is this/that your/her/his pencil? Yes, it is. No, it isn't.）。
6. Guessing game
利用上课时收集上来的物品进行任务活动。
Teacher: I have something of yours. What are they? Maybe they are your friends’. Can you identify her or his things?
操作建议：
展示上课时收集来的物品，让学生一一说出这些物品的英文名称。
让一些学生走上讲台确认自己朋友的物品。
询问并确认这些物品的主人。
完成任务所需的语言结构：
1. What’s this in English? What’s that in English? It’s a/an…
2. My friend is … This is her/his..
3. Is this your/his/her pen? Yes, it is. No, it isn’t.
问题探究与拓展活动
课前教师收集一些学生的物品并展示，问学生这些东西是谁的；先询问几个学生某些物品是谁的，然后把名字填在表格里，再让学生互相询问。这种活动可练习运用what特殊疑问句和yes/no问句进行物体所属的问答。
OBJECTS OWNERS
操作建议：
1、把收集来的物品展示给学生，让所有的学生弄清是什么物品。
2、询问几个学生物品是谁的，然后把学生的名字填在表格里。
3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还给他们。
完成任务所需要的语言结构：
1． Is this your…? Yes ,it is. It’s my…
2． Is that her …? No ,it isn’t . It’s her …( My ruler is blue.)
3． Li Lei, is this your dictionary? Yes ,it’s my dictionary. Here you are. Thank you.
个性练习设计
比比看：把两个同学铅笔盒里的文具混在一起。然后请他们分别挑出自己和同伴的物品，看谁花的时间最少。在做这种练习时，可要求学生采用自言自语的方式，即一边挑物品，一边运用“This is my…. That’s her/his…”句型进行描述，这样可练习物主代词和指示代词的用法。
Period 2
教学内容
Section A 3 4a 4b Section B 1a 1b 2a 2b 2c（教材P9~10）
教学准备
教师准备
制作3部分的插图；制作Section B 1a 1b 2a 2b 的课件，将听力部分的内容插入；课前收集物品，准备任务活动：找主人－这是谁的？制作表示物品归属的表格。
学生准备
复习所学物品的单词，体会一般疑问句的用法，巩固所学单词的拼写；掌握Using contest guessing和Task learning的学习策略。
教学重、难点及教学突破
重点
复习词汇pencil pen book eraser ruler pencil case
学习词汇backpack pencil sharpener dictionary basketball computer game ring watch notebook ID card.
教学步骤
1. Warming up
教师通过与学生谈论教室物品复习所学的单词和句型。
单词：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack
句型：Is this/that your/her/his pencil? Yes, it is. No, it isn't.
What’s this in English? It’s a pen.
2. Spell the words
在复习的基础上引出新句型：
What’s this in English? It’s a pen.
How do you spell pen? P-E-N.
然后完成 Section A 3的教学任务。
Ask pairs of students to practice the example conversation ；
Ask students to work in pairs again. Have them substitute the words shown in the pictures.
3. Match the words
Section B 1a 1b
在上一个教学环节中，利用图片或课件引入更多的物品。
Ask pairs of students to practice the example conversation ；
Ask students to work in pairs again. Have them substitute the words shown in the pictures；
Ask some pair of students to perform one of their conversations for the class.
4. Listen, circle and write
听录音完成Section B 2a 2b的教学内容。
2a该活动目的是为了培养学生在口语交际中辨认出特定词汇的能力。
2b该活动目的是为了培养学生听和写的能力。
5. Whose is it?
任务活动 Whose is it?
教师让学生两人分别选择角色进行活动。
Teacher: This is a boy. His name is Tony. This is a girl. Her name is Sally. There is a key. Is this her key? 帮助学生回答，No, it’s not her key. It’s his key.
Teacher: Now ask your partner about the other things and write the words in the chart.
操作建议：
1、分清角色，弄清楚自己该翻开哪一页并获取哪些信息。
2、学生两两对问，教师巡视加以帮助，对有困难的小组给予适当帮助。
3、当所有的学生都做完后，和他们一起确认答案。
个性练习设计
1今日我介绍：课后让学生准备家庭成员照片，介绍自己的家庭成员以及他（她）所拥有的一件物品，确保能使用所学的语言材料。
2就所学的物品单词写一些谜语。
Period 3
教学内容
Section B 3a 3b 3c 4 （教材P11）
教学准备
教师准备
利用录音使学生学习一些物品名词，并引导学生进行Pair work，学会询问“What’s this? It's a … . How do you spell watch? W-A-T-C-H.”；引导学生写“寻物启事”和“失物招领”，画图猜测物品，巩固所学内容，培养学生动脑、动手的能力及拾金不昧的精神和助人为乐、团结友爱的品德。
学生准备
学习一些物品名词，了解写寻物启事和失物招领的内容和格式。
1. Warming up
考虑到大多数学生以前学过一部分单词,可以以猜谜语竞赛的形式导出本课内容.
学生说出已准备的谜面, 可以用汉语解释.让其他人说出谜底。
接着教师画一件物品如：baseball 问学生：What’s this?
让学生使用句型 Is this a/an…?进行猜测。
2. Group work
学生分成四人或六人小组，将本单元的单词画出来加以猜测并评出最佳图画和最佳猜词者。
3. Read ,circle and write
1) Ask students to look back at page 10 . Have students read the list of the words .
2) Look at the Section B 3a . Circle the words.
3) Check the answers by having one student read his or her circled answers .
4) Page 11 3b .
4. “Lost and found ”
Task1任务活动 “Lost and found ”
Teacher ：Most of people have picked up others’ things. Do you know how to give it back to the owners? Do you know how to write “Lost and found ”
操作建议：
1、想一想，你曾经捡过别人丢失的东西吗？是什么呢？
2、如果捡到别人的东西，你怎么归还给主人呢？
3、如何写失物招领呢？看课文范例。
4、试着为你捡到的东西写一份失物招领。
完成任务所需要的语言结构：
1、pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, etc.
2、Is this your …？
3、Is that your …?
4、Please call…
5、Phone 637-892.
Task2
老师给每一组学生一张碎字条（这些碎片是老师提前写好的“失物招领”“寻物启示”，让学生以小组为单位，拼好，并能够理解纸条上的意思，然后将字条粘好并张贴在黑板上，看哪一组拼得快，快者为胜）老师在黑板上字条的上方写上“失物招领”或“寻物启示”。
Task3
接着教师介绍并引导学生写寻物启事。
个性练习设计
1、写出失物招领和寻物启事，并推选出最佳作品加以展示。
2、如果别的同学错拿了自己的东西或自己找不到自己的东西，该怎么办？教师提出问题后，让学生分组进行讨论并记下自己的想法；然后让学生将每组中所有学生的想法进行分类，每组选派一名学生向全班进行阐述；教师再将学生的主要想法收集起来，并记在黑板上。
Period 4
教学内容
Self Check＆reading (教材P12)
教学准备
学生准备
收集本单元中尽可能多的单词进行自测。利用Lost and Found操练“Is that/this your…?”
引导学生进行自我检测，完成自我评估，并欣赏Just for Fun！
引导学生看3中的图，编写对话操练“Is that/this your…?”。
本课总结
引导学生进行自我检测，完成自我评估；利用词汇表将生词进行归纳整理记忆利用3中的图，编写对话操练“Is that/this your …?”
问题探究与拓展活动
多种多样的教学法：
语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；
口语教学：互相操练、对话练习、交际活动；阅读教学：回答问题和填空练习；
听力教学：图文配对和对话选择；
写作教学：听写词句、填空造句、模仿写作；
语法教学：总结规律、模仿操练。
个性化练习设计
写作：
1. John在学校大门口丢了手表，请帮助他写一个寻物启事。他的电话号码是：495-3537.
2. Mary捡到两枚戒指并把它们放到失物招领箱中。请帮助她写一个失物招领启事，找到失主。
教学评价
在新目标英语中，评价是一个重要组成部分，通过评价，使学生在英语课程的学习过程中不断体验进步与成功、认识自我、建立自信、调整学习策略，促进学生综合语言支用能力的发展。评价也能使教师获得英语教学的反馈信息，对自己的教学行为进行反思和适当调整。在单元的评价中，补充内容如下：1、把任务活动材料、个性化作业以及小组活动记录表存入学生学习档案夹。2、单元诊断练习。3、任务活动作品展示。
表格
小组活动记录表（A.积极 B.比较积极 C.一般 D.需努力）
日 期 内 容
姓 名
等级： 评语：
等级： 评语：
本单元以寻找物主为主线，熟悉写失物招领和寻物启事的格式，大量使用目标语言做事；并最终得以落实。在设计这个单元的时候，我特别注意了任务设置和个性练习设计。为学生创设了贴近他们实际生活的活动，而且将学生分成不同的小组，这样既加强了学生之间的合作，为学生提供了互相学习和互相帮助的机会，同时又使得学生的个性特长得以发挥, 也为更多的学生提供了参与活动、提高语言运用能力的机会。教学过程中，尽可能对学生的表现进行激励评价，进一步培养学生学习英语的自信心。如要成功的关键是教师课前准备到位，每一个环节都使学生感到新鲜、好奇，在这样一种心理因素的驱使下，学生乐学、好学，教学效果倍增。
篇3：七年级英语新目标上Unit9教案
七年级英语新目标上Unit9教案
Unit9 Do you want to go to a movie? Period 1 Teaching aims and demands Words:go to a movie,action movie,comedy,documentary,thriller Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Key points go to a movie,action movie,comedy,documentary,thriller Teaching Difficult Points Do you want to go to a movie?Yes,I do.I want to see a comedy. Teaching Methods: listening and speaking methods pairwork Teaching Aids:A tape recorder.A picture. Teaching Procedures Step 1 1a Teach the new words T says the names of film stars.For action movie,say ChengLong,Li Xiaolong or Li Lianjie.For comedy,says Zhou Xingchi,students can guess the meaning.Also I can act.For example,for thriller,I’ll pretend to be very scary.For comedy,I’ll pretend to laugh.And I’ll pretend to sleep that documentary is boring. Match the kinds of movies with the posters on page53 Answers: a c d b Step 2 1b Ask students to listen to the conversation and circle the kinds of movies they hear. Answers: action movie,comedy Step 3 1c pairwork Ask students to practice the conversation Like this: Do you want to go to a movie? Yes,I do.I want to see. Step 4 2a Teach some new words kind, what kind,singular,plural listen:What kind of movies do the two people talk about first?second?Look at the box.Then check them 1-4 Play the recording Answers: 3 1 2 4 Step 5 2b Now,you will listen again.In the chart,draw smileunder the kinds of movies Ben and Sally like,draw sad under the kinds of movies they don’t like,and mark for don’t know Check the answers on the blackboard. Step 6 homework 教学反思与随笔: Period 2 Teaching aims and demands What kind,singular,plural Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. What kind of movies do you like?I like action movies and comedies. Beijing Opera I like thrillers and I like action movies I like thrillers but I don’t like comedies. Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera. Teaching Key points Do you want to go to a movie?Yes,I do./No,I don’t. Does he want to go to a movie?Yes,he does./No,he doesn’t. I like thrillers and I like action movies I like thrillers but I don’t like comedies. Teaching Difficult Points singular,plural,comedy,comedies,thriller,thrillers,action movie,action movies, documentary, documentaries Maria likes thrillers but she doesn’t like comedies. Guopeng likes comedies and he likes Beijing Opera Teaching Methods: listening and reading methods Pairwork communicative approach Teaching Aids:A tape recorder. Teaching Procedures Step 1 warming-up Ask some students : Do you want to go to a movie? What kind of movies do you like? Step 2 2c pairwork Ask and answer questions about the kinds of movies you like. Step 3 grammar Teach the singular and plural.teach some regulars. Language:difference between first person and third person.some regulars Step 4 3a Show two sentences on the blackboard. I like thrillers I like action movies I like thrillers I don’t like documentaries Ask students which word may fill in the blank Show the answer:and but Explain the reason:and but are conjunction We use “and”when both ideas in the sentence are the same.We use “but”when the two ideas in the sentence are different. Do 3a:use and but to connect the sentences. Answers: and but Step 5 pairwork Take turns to talk about the people in the picture above. Then ask students to practice it. Step 6 game Find someone who likes Find classmates who like the kinds of movies on the chart below.Then write their names on the chart. Step 7 homework 教学反思与随笔: Period 3 Teaching aims and demands Scary,funny,sad,exciting,interesting,stay at home,look at Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Key points Scary,funny,sad,exciting,interesting boring Teaching Difficult Points Comedies are funny Documentaries are boring Thrillers are scary Action movies are exciting Beijing Opera is very interesting. Teaching Methods: wrting and reading methods Teaching Aids:A tape recorder. Teaching Procedures Step 1 1 T:what kind of movies do you like? S:I like ……. T:Why do you like……? S:…… T:Because it is …… Lead on the description words Scary,funny,sad,exciting,interesting boring Turn to page 56 Choose words from the box and write them under the picture. Answers: 2:comedies funny 3:action movie exciting 4:documentary boring 5:Beijing Opera interesting Step 2 2a 2b Listen and circle the description words in activity 1 that you hear Play the recording Answers: Scary,funny,sad,exciting 2b listen again,write down the words Edward and June use to describe the movies.write E or J next to the words play the recording answers: 1.thriller scary great J 2. comedies funny E 3:action movie exciting J 4:documentary boring E J 5:Beijing Opera interesting J Step 3 2c Read about the kinds of movies June likes.Then write about the movies Edward likes.Use the imformation from 2b Lead out the new words Really often think learn about history with Then write the article on right in the blank. Step 4 pairwork Tell your partner what you think of different kinds of movies. Step 5 homework 教学反思与随笔: Period 4 Teaching aims and demands Favorite,movie star,actor,description,successful,in fact The movie is exciting. Teaching Key points Favorite,great new,successful,exciting,boring,interesting,fun. Teaching Difficult Points Use a star of movie,a name of movie,kind of movie and description words to write a movie ad. Teaching Methods: wrting and reading methods Teaching Aids:a projector Teaching Procedures Step 1 warming-up Ask some students about the topic what kind of movies do you like?and why? Step 2 3a Now open your books.Look at Activity 3a.Read the article and then find the description words.And underline them.For example,favorite is a description word.At last,go over the answer. Explain the article to students,then point to the new words favorite,actor,new,successful,weekend,too answers: favorite,new,funny,successful,boring,interesting ask a student to read this article. Step 3 3b Let students look at Activity 3b.First tell students the four words.Rowan Atkinson is an actor’s name.Mr Ban is a movie’s name.Action movie is a kind of movie and “exciting”is a description word Ask students to choose words from the left anf fill in blanks.Then let them read it aloud. Answers:1.actor 2.comedy 3.funny Step 4 groupwork Make a poster of your favorite movie.Describe the movie to your group. Step 5 self check 3 Look at Tom and Mike’s desks.What kind of things do they like?Tell students to write sentences with and+but. Ask students to work individually to write their opinions about Tom and Mike. Step homework 教学反思与随笔: Period 5 review words test and do the exercise books 更多精彩；英语教师网 英语教师网论坛篇4：新目标 七年级上 unit11教案
Go for it!
What time do you go to school?
一、本单元设计意图
《英语（新目标）》是以任务型语言教学为基础的英语教材，它体现“以学生为中心”的教学思想。在教学实际当中，我们应该坚持“以学生为主体，以任务教学为主线，以教学为主导，以学生的能力培养为重点，逐步培养学生自主学习的能力”的教学策略。教材中每个单元都是一个独立的话题，但它在学生的实际生活中连成了一个整体。本单元的教学设计本着新目标的理念，针对学生的实际及教学实际来实施的。
一）教材分析
1．教学内容分析
本单元是教材的十一单元，它以学生最为熟悉的日常作息习惯为谈论话题，通过对句型：
--What time is it?
--It is six.
--What time do you usually get up?
--I usually get up at six a.m.
练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。整个单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，初一的学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间；且初步了解时差。
2．教学对象分析
学生通过前段时间的学习，对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见。通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。
3．教学目标
通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；
通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；
通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
4．教学难点
时间的表达法 5:15 five-fifteen （a quarter past five） 11:50 eleven-fifty（ten to eleven）
6:30 six thirty （half past six）
第三人称单数谓语动词的运用
本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
5．教学策略
交际教学法，通过组织活动进行教学，体现Learning by doing, doing is learning;
任务型活动设计教学策略；
兴趣教学策略
合作学习
启发式教学和讨论法
6．课时安排:本单元分为四个课时，
Period 1（1a-2c）
从简单的时间表达法入手，通过对时间的了解，引入到学生平时熟悉的生活习惯，从而引出本单元的重要句型：What time do you get up?
Teaching aim:
To help them to say the times.
To know the actions of Rick’s day.
To say the drill:
What time do you get up?
I get up at six a.m.
Teaching focus:
Actions: get up, run, brush the teeth, wash the face, eat breakfast, do the homework, go to school take a shower, go to bed,
in the morning /afternoon/evening…
Period 2（3a, 3b, Section B 2a-2c）
学生在上一节了解本单元的主要句型的基础上，机械的把人物一天的主要活动描述出来，这里给了学生一个充分的能力释放的空间，激发他们的自主学习兴趣；在本节中学生们主要是掌握如何更好的表达一天的活动；
Teaching aim:
To help them know more actions that people usually do.
To ensure they can communicate by using the drills:
-What time do you usually get up?
-I usually get up at 6:00 a.m.
To help them to express their days.
Teaching focus:
Useful expressions: do homework, brush teeth, wash face, go to work, in the morning /afternoon/evening, love to do, listen to him, What a funny time to eat breakfast!
Period 3（section A part4, section B 1a,1b, 3a-part4）
通过前2节的学习，学生对描述人物一天的活动有了全面的了解，本节课主要是让学生们对人们平常的活动从上午，下午，晚上三个时间段做出归类，（当然这并不是精确的,只是大概的）目的是为了让他们能够；了解并合理的安排时间
Teaching aim:
To ensure they can read the massage quickly and get the useful information;
To ensure they can communicate about their days
To know something about the morning schedule themselves and arrange their morning reasonablely;
To ensure they can write the composition about correctly.
Teaching focus: say and write your morning and arrange their morning reasonablely
Period 4（self check）
通过听说读写各个方面来检测学生是否已经基本掌握本单元的知识点，同时引导学生对自己的假日及学习时间做出比较合理的安排；同时了解时差；
Teaching aim:
To communicate about their days
To ensure they can know more words;
To ensure they can arrange their days reasonable;
To know the culture of time;
Teaching focus: words and useful expressions
Teaching procedure:
Period 1（1a-2c）
Step 1 Say the time
1. Show the clocks and ask them: -What’s this in English?
-What time is it?
2. Show the way how to express the time.
Step 2 Presentation
Show a clock, ask them to say the time
Show the picture and let them to say
What does he do?
If they cannot say, let them say in Chinese.
Show the English of the action: get up,
Ask him: What time do you usually get up?
To the class: What time does he get up?
To show the sentences and read.
Do the others one by one in the same way.
Teach ‘take a shower’ and lead them to guess the time that Rick takes a shower
Step 3 Listen and say
Listen to the tape and fill in the blanks in page66 2a, and choose one to say.
Listen and complete the tablet.
Ask them to talk about the shower schedule for Rick’s family.
Choose some pairs to say.
Step 4 Look, listen and match
Page 65 let them look and match the picture.
Listen and match the time.
Show the pictures and let them to say again.
Step 5 Interview
Let them to say the actions they do everyday.
Show some pictures they may do, and let them try to say English.
Show the tablet and let them discuss in groups of 4.
Report what they get.
Step 6 Homework
Write a short passage about the tablet they interviewed
Period Two（3a, 3b, Section B 2a-2c）
Step 1 Warming up
Check their homework and ask some questions from their report:
What time does he usually get up?
Show the time and ask them to say in different ways.
Show the actions they learnt and ask them to say, then to make a sentence.
Show 6:30 8:10 11:20 4:15 and ask them to say.
Step 2 Presentation
Show the new pictures of actions and let them try to say: brush teeth, do homework, go to bed, wash face，play computer game.
2. Ask them to ask and answer in pairs by using the drills in this unit;
Choose some pairs to say.
Step 3 Listen and circle
Play the tape and let them to listen to 2a.
Check and let them spell the words.
Listen again and write the times 2b.
Check and let them ask and answer in pairs, and help them to use ‘when’.
Step 4 Read and say
Ask them to read page 67 3a and match the pictures.
Check and let them to say the words again.
Ask and answer questions about the time in pairs.
Choose some pairs to say.
Read the massage and fill the blanks.
Scott I
Study very long hours
Gets up at 17:00
Go to school by bike
Works all
篇5：人教版七年级上新目标英语Unit2教案
Unit 2
I. Teaching Goals:
1. Identify ownership.
2. Learn to write Lost & Found and Lost.
3. Sentence Patterns: Is this/that your/his/her/my key?
Yes, it is./No, it isn’t.
What’s this/that in English?
It’s a pen.
How do you spell it?
P-E-N.
4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…
5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
通过询问、辨认物主，倡导学生保管好自己的学习用品。
通过Just for fun中的内容，使学生体会到英文中的幽默之处。
II. Teaching Time: Four periods.
III. Learning Strategies: 1. Using context 2. Guessing
The First Period
Content: Section A 1a, 1b, 1c, 2a, 2b, 2c
Teaching Aims:
1. How to identify ownership.
2. Learn and master the following:
Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack
Sentence patterns: Is this your pencil?
Yes, it is. /No, it isn’t.
3. Students can communicate others using the words and sentence patterns learned in this class.
4. Train the students’ listening ability.
5. Moral object: You must take good care of your personal possessions.
Teaching Important Points;
1. Train the students’ speaking ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
How to finish the task of speaking.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
Revise the dialogues in Unit 1.
eg. What’s your (his /her) name?
I’m Gina. Nice to meet you!
What’s your (his/her) phone number?
It’s 284-2942.
What’s her family name?
What’s her first name?
Step 2 Warming-up
Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.
1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.
2. Read the new words after the teacher and learn them by heart.
3. Practice:
1) Match the words with the things in the picture. (1a)
2) Listen and check the things you hear. (2a)
3) Listen and number the pictures.
a._____ b._____ c._____ d._____ e._____
f.______ g.______ h______ i.________
Step 3 Presentation
Ask some students one by one about his/her/objects like this:
1. T: Is this your pencil?
S: Yes, it is. It’s my pencil.
2. T: Is that your backpack?
S: No, it isn’t. It’s his/her backpack.
Step 4 Practice
1. Listen and number the conversations. (1b)
2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.
3. Listen and complete the conversation with the words in the box. (2b)
4. Pair work: Ask about the things in the picture (2c), then their own passions.
eg. Is this your backpack?
No, it isn’t.
5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.
Step 5 Acting
Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.
Step 6 Exercises in class
Fill in blanks with these words:
1. ---Linda, Is this ________ ruler?
---Yes, it is. Thank you.
2. This is my sister. _______ name is Kate.
3. I’m looking ________ pencil case. Can you help me?
4. Look at the cat. It’s white. But ______ tail (尾巴) is black.
5. Tim is worried (着急). _______ ID card is lost
Step 7 Homework
1. Do some exercises in your exercise books.
2. Read the words and sentence patterns presented in this class to improve your spoken English.
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
pencil Is this your pencil?
pen Yes, it is. It’s my pencil.
book Is that your backpack?
eraser No, it isn’t. It’s his/her backpack.
ruler
pencil case, backpack
pencil sharpener, dictionary
The Second Period
Content: Section A 3, 4a, 4b,Section B 1a~2c
Teaching Aims:
1. Learn and master the following:
Words: baseball, watch, key, computer game, notebook, ring
Sentence patterns: What’s this/that in English?
It’s a pen (an eraser/an English book/ an ID card).
How do you spell it?
P-E-N.
2. Improve the students’ speaking and listening ability.
3. Identify ownership.
Teaching Important Points;
1. Train the students’ speaking and writing ability.
2. Master the new words and sentence patterns.
Teaching difficult Points:
Game: Find the owner.
Teaching Aids:
a tape recorder, a computer, some objects
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
eg. What’s your name?
What’s your phone number?
Nice to meet you. etc.
2. Revision
1). Ask and answer like this:
Is this/ that your pencil?
Yes, it is. It’s my pencil.
No, it isn’t. It’s his/ her pencil.
2). Section A 4a, 4b
Game: Find the owner.
Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.
Step 2 Presentation
Section A 3. Make conversations about the things in the pictures in pairs.
eg. A: What’s this in English?
B: It’s a pen (an eraser).
A: How do you spell it?
B: P-E-N.
Step 3 Pratice
1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring
2. Section B 1a Match he words with the things in the picture.
3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:
A: What’s this?
B: It’s a watch (an eraser/an English book/ an ID card/…).
A: How do you spell it?
B: W-A-T-C-H.
Pictures:
Step 4 Listening
Section B 2a 2b
Look at the words in activity 1a. Listen and circle the things you hear.
Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.
Kelsey Mike
watch
ID card pen
baseball
Step 5 Pair work.
Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.
Step 6 Exercises in class
Complete the conversation.
1. Teacher: Lucy, What’s this _____ English?
Lucy: Is it a pen?
Teacher: No, it ______. It’s a pencil.
Teacher: Tim. ________ that in English?
Tim: Is it _______ eraser?
Teacher: _______, it is. And what’s this, Nancy?
Nancy: Is it a _________?
Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?
Nancy: Oh, yes. It’s _____ dictionary.
Teacher: Here you are.
Nancy: _______ ________.
2. A: Excuse me. ______________________?
B: It’s _________ watch. It’s _________ English watch.
A: __________________, too?
B: ________, ____________. It’s _______ eraser.
Step 7 Homework
1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:
A: Hello, Mary. Is this your “尺”?
B: Yes, it is.
A: Here you are.
B: Thank you.
A: By the way, what’s it in English?
B: It’s a ruler.
A: How do spell it?
B: R-U-L-E-R.
2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.
eg. Is this a/an…?
What’s this in English?
Is this your…?
Can you spell…?
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
baseball What’s this in English?
watch It’s a pen (an eraser/an English book/ an ID card).
key How do you spell it?
computer game P-E-N.
notebook
ring
The Third Period
Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3
Teaching Aims:
1. How to write your own bulletin board messages.
2. Learn and master the following: numbers 0-9, call phone, lost and found.
3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.
4. Work out problems using context.
Teaching Important Points;
1. Improve the students’ writing ability.
2. Get the students to know about the bulletin notices.
Teaching difficult Points:
Learn to write Lost & Found and Lost.
Teaching Aids:
a tape recorder, a computer
Teaching Procedures:
Step 1 Greetings and revision.
1. Greeting the whole class as usual.
2. Revision
Ask : What’s this/that in English?
How do you spell baseball?
Is this/that your pen? etc.
Step 2 Leading-in
Looking for a book.
T: Is this my book?
S: No, it isn’t.
T: Where’s my book? I like my book. But I can’t find it. What can I do?
Lost (write the word on the blackboard)
Then ask: Have ever picked anything? What do you do?
Found (write the word on the blackboard)
通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。
Step 3 reading
1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).
Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys
Read the bulletin board notices again.
2. Section B 3b
Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.
Answers:
Found. A set of keys. Please call David at 529-6403.
Step 4 Writing
Section B 3c
1. Ask the students to write their own bulletin board messages.
2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.
Step 5 Groupwork.
We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.
T: What’s this?
S: Is it a baseball?
T: No, it isn’t.
Draw a more part of the item.
S1: Is it a key?
T: Yes, it is.
Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?
Students make a guess. See who can guess it within less guesses.
Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.
Step 6 Just for Fun
Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.
Step 7 Homework
1. Do Self check1-3.
2. Write your own bulletin board message.
如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？
Step 8 The Design of the writing on the blackboard.
Unit2 Is this your pencil?
call, phone, lost, found,
in the lost and found case, lost and found, a set of keys
Found:
A set of keys. Is it your key? Please call John at 345-9812.
Lost:
My pencil case. It’s yellow. It’s new. Please call 668-7249.
The Fourth Period
Check the homework.
Do some more exercises.
篇6：新目标英语Go for it七年级上Unit 1教案
新目标英语（Go for it）七年级上Unit 1教案
新目标英语（Go for it）七年级上Unit 1教案 Unit 1 My name’s Gina Period One 课前准备 教师：准备游戏时所用的图片（食物、蔬菜、动物）。 学生：准备表演时所需道具（服装、假发）。 教学设计 Step One :Present the sentence patterns. 1. Play a game “How many words do you know?”(利用小游戏调 动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most. (Divide all the students into several groups and show a picture（图片略） to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group. They can write 11 words.) 2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受） Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us? S1& S2:Yes. S1:Hello.My name is Li Lei. Nice to meet you. Ss: Hello, Li Lei. Nice to meet you ,too. Ss: Hello! What’s your name? S2:I’m Sun Ping. How do you do? Ss: How do you do ? Step Two: Drills. 1. Make introductions.（通过句型的操练使学生更加熟练掌握所学 的句式。） Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group. Example: Sa: Hello! I’m Li Lei. What’s your name? Sb: My name’s Zhang Feng. Nice to meet you. Sa: Nice to meet you, too. And what’s your name, please? Sc: Lin Li. How do you do? Sa：How do you do? 2. Listen and number the conversations. Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A. (Students listen to the tape and give the right answers.) Step Three: Make friends. 1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。） Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK? Ss: OK. Example: Sa: This is my new friend. His name is Sun Nan. Sb: Hello, Sun Nan. Nice to meet you. Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu. Ss: How do you do? Sd: How do you do? (Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.) 2. The New comers.（以表演的'形式完成，使课堂气氛达到高潮。） Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome. (Three “foreign” students come in and all the students clap warmly.) Teacher: It’s their first time to come to China. Would you like to listen to their introductions? Ss: Yes. (Three students can make introductions and act out the dialogue vividly.) Step Three: Sum up. Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life. Homework “How do you meet new visitors at home? Period Two 课前准备 教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。 学生：需要向父母了解自已名字的含义。 教学设计 Step One: Revise the sentence patterns. 1. Sing an English song.（用唱歌的方式既带动了气氛，又复习了 所学内容。） Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”. Hello! Hello! What’s your name? My name’s Gina. Hello! Hello! What’s his name? His name’s Peter. Hello! Hello! What’s her name? Her name’s Anna. 2. Listen to the conversations and finish the exercises. Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information. (Students listen to the tape and give the right answers.) 3. Act out the dialogues.（在特定的情景下表演对话更符合实际， 更贴近生活。） Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends? (Students can choose any picture they like and act out the dialogues.) Example: (At a party) Sa: Hello! I’m Lucy Green. What’s your name? Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you. Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home. Sb: Thanks, I will. Step Two: Choose English names. 1. Play a name game.（有效引出“英文名字”这一主题。） Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names. Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates names. Example: S1: My name’s Tony. S2: His name’s Tony. My name’s Linda. S3: His name’s Tony. Her name’s Linda. My name’s Nick. S4: His name’s Tony. Her name’s Linda. His names Nick. My names Kim. S5:……. 2. Choose English names. 1).Find out first names and last names.（用小组的方式完成名字的识别。） Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands? _______________________________________________________________ Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand ________________________________________________________________ Period Three 课前准备 教师：准备所需的歌曲磁带、名片样本及各项表格。 学生：制作名片所需的纸张、画笔等。 教学设计 Step One: Present the English numbers. 1. Sing the song “Ten Little Indian Boys”.（歌曲欢快有趣，比起单纯教授单词更为有效。） Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do? S1: A telephone call. T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers. T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”. Words One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys. (After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero… 2. Listen to the conversation and write the telephone number.（通过听力复习单词。） Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down? (Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills. 1. Make a survey about your partners’ telephone numbers.（调查组内成员的电话号码，重点练习所学句式。） Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is … S1: Oh, thank you. What about yours, Lin Fang? S3: It’s… S1:篇7：七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1第一课时教案
七年级英语新目标上Unit1教案 第一课时内容: Go for it Unit1 My name’s Gina.（第一课时SectionA1a-1c）(P1)
学习目标：
1．掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。2．了解英语国家文化、生活等方面的知识，提高英语语言修养。
3．热爱班集体，团结同学。
自学质疑
1、通过预习，我们能又快有准确翻译下列单词和短语吗？
我的_________ 名字_________ 时钟_________
令人愉快的_________ 遇见_________ 你；你们_________
你的；你们的_________name is(缩写)_________ what is(缩写)_________
2、预习过SectionA1a-1c之后，请快速翻译下列句子。
你叫什么名字？______________________________________?
我的名字叫Jenny。_______________________________.
我是Gina。见到你很高兴。_________________________________？
喂，Mary!我是Jim。_________________________________.
3、看1a中的图片，写出图中物品的英语单词。你能写出几个？尽可能的'多写几个。
―――― ―――― ―――― ―――― ――――
―――― ―――― ―――― ―――― ――――
4、请同学们看课本上的三个小对话，了解大意。（时间：二分钟）
5、请我们认真听录音，给下列对话编号（对话听两遍）。
6、请再一次听录音核对我们的答案。
7、Pairwork.请同桌根据1b内容，进行句型练习对话（时间：二分钟）。
8、同桌上台表演对话。
9、我们一定很有成就感。如果我们还有疑问，请把他们记下来。
10、（1）― your name, please？
― My name is .
A. What’s, Jim Green B. Who’s, Jim Green
C. What’s, Green Jim D. Who’s, Green Jim
（2）―Hello!
― !
A. Yes B. Hello C. Good D. Good morning
点拨解疑：
1． “What’s your name?” “你叫什么名字？”
“My name is Gina.” “我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：And you?或者And what’s your name?如：
A：Hello. What’s your name？
B：My name is Ann Read. And you?/And what’s your name?
A：I’m Han Mei.
2．Hello!你好！
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane！你好，简！
B：Hello/Hi，Jim！你好，吉姆！
3．区别hello与hi
(1) hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi！就可以了。用hello时，不能“Hello, hello, hello”这样反复使用。
（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
当堂作业：
1 、完成下列对话，每空一词。
―Hello. your name？
― name’s Jenny.
― I’m Tony.
― Nice to meet ，Tony.
2、改错。
(1). What’s you name?
(2). I name is Gina.
(3). I’s Gina.
3、完成下列句子。
(1) 我叫詹妮，你叫什么名字？
（2）见到你很高兴。
（3） I'm Jenny. (改为同义句)
____________ ____________ is Jenny.
4、根据句子意思，每空填一个英语单词。
（1）. What’s your n______? My name is Mary.
（2）. I’m Gina. Nice t______ meet you.
（3）. I a______ Bruce
（4）. Hello, I a_______ Jenny.
5、将26个字母按音素归类，大小写都要写，注意书写规范。
A /ei/ _____ _____ _____ _____
E /i:/ Bb _____ _____ _____ _____ _____ _____ _____ _____
/e/ _____ _____ _____ ______ _____ _____
I /ai/ _____ _____
O / / _____
U /ju:/ _____ _____ _____
/ :/ Rr
教（学）后记：
篇8：新目标英语七年级上Unit7说课稿(新目标版七年级英语上册说课)
一、教材分析
（一）教材的地位及作用
本课是初一新教材第7单元的第一部分，教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
（二）教学目标
1、知识目标：
描述人的外貌，运用下列简单句型进行交际交流：
What does he /she look like?
He’s/ She’s tall./short…
He / She has straight hair/ medium build…
2、能力目标：
（1）、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。
（2）、能概括人物的外貌特征并根据人物特征推理出某一人物。
3、情感目标：
通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。（三）教学重点及难点
1、掌握并运用描述人物特征的词汇：
tall, short, medium height----身高特征
thin, heavy, a medium build-----体重特征
short hair, curly hair, long hair, straight hair, black hair, blonde hair,
brown hair---发型特征
2、掌握并运用简单的英语交际句型：
Is that your friend?
No, it isn’t.
What does he/ she look like?
He / She is….. /has…
Do you know ….?
No, what does he / she look like?
二、教法渗透
本课主要运用“任务型教学法”，并辅助于TPR（全身反映教学法）、情景交际教学法和猜谜活动。
1、任务型语言教学法
任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
2、全身反应教学法
全身反应教学法（Total Physical Response，缩写为TPR）是加州心理学家James J. Asher（詹姆士J.艾谢，1988）提出来的，注重语言学习中的互动模式，认为学生在一个较放松的环境中学习效果最佳。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中，让学生根据教师发出的指令做动作，或模仿声音。孩子不必用语言做出反应，以听力训练为主，待听力和理解能力得到提高后，方进入说话训练，是自然而然的学会语言的方法。
3、情景交际法
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。
三、学法指导
1、合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2、创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习。
四、教学程序：
1、任务前活动
（1）、上课前请学生准备好家人或自己喜欢的偶像的个人全身照片。
（2）、拿出学生带来的照片或用简笔画引出新词汇
（3）、a..运TPR教学法，练习所学习的新词汇，用手势来表示这些新单词或词组。开始的时候，学生边听边跟着老师做手势，然后边说边做，由慢到快，最后由老师不按一定的顺序做指令，学生边说边做动作。
b. 学生在四人小组里比赛谁做得最快最准确，决出优胜者，然后在班级中比赛。
说明：这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。
（4）、a.同样用简笔画教学面部特征的词汇：ear, eye, nose, mouth.
b.做Touch Your …的游戏：老师说：Touch your eye/nose/ear/moth/hair.学生做出相应的动作。
（5）、让学生翻开课本41面，完成Activity 1a in Section A 的搭配题。然后听录音完成句子中的空格。
（6）、让学生看课本中的图画，在小组中运用1c的句型进行对话，并猜测对方描述的是哪个人物。
（7）、听录音完成2a和2b，并让学生跟读录音内容。
说明：人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过不同的活动让学生感知、操练语言，为下一步活动做好铺垫。
2、任务环活动
分三个阶段给学生三个任务，让学生在小组中完成任务，教师在学生活动时要到学生中间去了解学生的活动情况，并适时地指导学生，但在学生进行语言表达的时候，不去纠正学生的错误，而是把他们的语言错误记录下来，为下一步活动做好准备。
任务一：“他是谁？”让学生在小组中讨论并描述出班级中的一个同学，完成后在班级中表演出他们的对话，然后让其他组的同学来猜测他们说的是谁。
任务二：“谁画得最象？”在小组中每个同学轮流对他们的其中一位任课教师进行描述，其他同学根据他的描述画出老师的图像，谁画得最象谁获胜。
任务三：“谁是我最喜欢的大明星？”让学生写出自己最喜欢的明星的外貌特征，但不写出他的名字，然后在小组中交流，看看谁猜出的明星最多。
说明：在任务环活动中，我通过设计不同的三个任务，让学生在小组中交流、合作、竞争，每个任务都存在着一定的“信息差”，因而激发学生的表达欲望和急于知道最终结果的心情，在活动中他们一定会努力表现自己，做到自己的最好。三个任务所侧重的训练学生的语言能力的要求也各由不同，他们分别侧重训练学生的听、说、写的能力。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组中有更多的时间来运用英语表达自己的思想。
3、任务后活动
根据学生在任务环中存在的语言错误，进行语言操练。如：学生可能在对话中说：He has tall. He is medium build.等语言错误，或学生发音不准确得毛病。
篇9：新目标英语七年级下UNIT11教案
新目标英语七年级下UNIT11教案
福州市课改课堂教学示教活动
长乐市英语学科专场
示教课教案
Go For It---Unit 11 What do you think of game shows?
Period 4---Section B (3a---4)
任教学校：长乐文岭中学
任教教师：林浦
任教班级：长乐二中初一（ 5 ）班
授课时间：.5.21上午第三节
一、教材：新目标英语Go for it!(七年级下) Unit 11
二、教具：单词卡片、录音机、实物、小黑板
三、教学方法：以任务型教学法为教学的主要途径，辅以“张法”中的两两对话，竞争机制。
四、教学目标：
根据本课功能项目，设想学生情况，我确定以下的三维目标。
1、认知目标：
a. 掌握表达自己个人对事物或人看法的动词和词组。
b. 谈论自己的喜好与憎恶。
c. 询问及回答对事物或人的看法。
如：What do you think of XX?
I love it /them.
I do,too.
What do you think of XX?
I can’t stand it/them.
I don’t ,either.
2、能力目标：
本单元的话题是谈论所喜爱的文化，通过学习让学生们发表对电视节目中的游戏以及不同方面的'观点，以此培养学生实际运用目标语言的能力。
3、情感目标：
通过学习谈论对某些事物的喜欢与不喜欢，以此来培养学生学会自我评价，成为一个有个性的人。五、教学重点： 1、掌握陈述自己观点的动词及动词短语(the key vocabulary) love, like, don’t/doesn’t mind, don’t/doesn’t like, can’t stand 2、学会表达喜憎，以及怎样赞成别人的观点。六、教学难点： (1) can’t stand 不能忍受/ don’t mind 不介意 (2) like 喜欢 / love 热爱 (3) What do you think of …?=How about …你认为…...怎么样？
五、教学步骤： Step1: Organization Step2: Assign the task Step3: Warm-up Step4: Leading in Step5: Pre-task Step6: While-task Step7: Practice Step8:Summary Step9: homework 八、教学过程： Step1 Organization Greeting with the Ss. Step2 Assign the task Boys and girls.in this period,we are going to learn to express our opinions and make a survey report.Before we start the task.Let’s do some warm-up training. Step3 Warm-up
1) One-minute dialogue:
2) Word competition:
Step4 Leading in
Write some words or phrases on the Bb. Such as love , like , don’t/doesn’t mind , don’t/doesn’t like, can’t stand .Use the faces to help Ss understand the meaning of the words and the phrases.Ask some Ss to come to the Blackboard and draw the faces next to the words or phrases like this:
Love JJ
Like J
Don’t mind
Don’t like L
Can’t stand LL
Next ask the Ss how to ask sb’s opinions.They can answer “What do you think of …?”And then use the question to make conversations with the Ss. first make conversations with the Ss,then ask them to work in pairs and make conversations with their partners.They can begin like this:
S1:Hello,XX,what do you think of XX?
S2:I love it /them./I don’t like it/them.
S1:I do,too./I don’t ,either.(Attention to the plural forms of the countable nouns.)
Step5 Pre-task
Ask Ss to open their books and look at 3a on page 69.First give them some time to read the passage.Then let them fill in the chart on the Bb and make a survey report with them .If they finish the chart ,ask some of them to read the results of the survey.And then ask them to come to the Bb and fill in the chart.(Use the cards with the persons’ names to stick on the chart)Then teach the Ss how to make a survey report.
Task 1:(reading)
Addition:Everyone loves the belt.(Below is the chart)
Things
Loves
Likes
Doesn’t
mind
Doesn’t
like
Can’t
stand
1、hair clip
Ann Rice
2、watch
Gina Taylor
Ann Rice
3、key ring
Jodie Smith
4、sunglasses
Jerry Green
5、scarf
Jordin
6、wallet
William Jones
7、belt
Everyone
Questions:
1、What does Jodie Smith think of the key ring? (likes)
2、What does Jordan think of the scarf?(can’t stand)
3、What does William Jones think of the wallet?(loves)
4、What does Gina Taylor think of the watch?(loves)
5、What does Ann Rice think of the hair clip and the watch?(likes,doesn’t mind)
6、What does Jerry Green think of the sunglasses?(likes)
7、Which thing does everyone love?( the belt)
Step6 While-task
Task 2:
Assign the task. And then ask the Ss to survey themselves.To show their opinions about these things below.
For example,I am Mr Lin.I don’t mind the hair clip ,so I can fill in my name below doesn’t mind.
Things
Loves
Likes
Doesn’t
mind
Doesn’t
like
Can’t
stand
1、hair clip
Mr Lin
2、watch
3、key ring
4、sunglasses
5、scarf
6、wallet
7、belt
On page 69,3b.Ask Ss to read the passage and fill the blank using their own real situation.And let some Ss to fill the chart on page 88.
Step 7 Practice(task 3)
Task 3: make a survey in small group ,and let some of the Ss make a report about the results of the survey in front of the class.
Step 8 Summary
In this period ,we learnt to show our opinions and survey other persons’ opinions .Then report the results of the survey.
Step 9 Homework
Recite 3a on page 69.
Make a survey in your family and make a chart.
Ready for the test of this unit.
篇10：新目标七年级英语下期Unit10教案
新目标七年级英语下期Unit10教案
Unit10 Where did you go on vacation ?
The first lesson of unit 10
Step1,Language goal :Talk about past events
Step2,learn some new words
Vacation, mountain, museum, summer camp, exam
Step3,Match the activities with the pictures .
1,e 2,b 3,d 4,c 5,a 6,f 7,g
step4,Listen .Number the people in the picture[1-5]
1, Tina 2,Brad 3,Sally 4,Xiang Hua 5,Tom
step5,Pairwork
Where did the people in activity 1a go on vacation ?Make conversations
A: Where did Tina go on vacation ?
B: She went to the mountains.
The teacher ask students to make some conversation. let them speak this conversation loudly .
Step6,Listen .Where did Nancy, Kevin, and Julie go on vacation ?Match the person with the place.
Answers:1,c 2, a 3,b
Revise these phrases: go on the beach, stay at home , go on
Step7,Listen again. For each question check(√)
Did you …
Yes ,I did
No ,I didn’t
go to
Central park
√
Kevin
Play volleyball?
Swim?
Julie
Go to the movies?
Study for exams?
Step8,Groupwork
Role play conversations between
A:
B:I went to
A: Oh ,really ?Did you go to
Central Park?
B: Yes ,I did.
Homework
Revision some words and phrases.
Revision some sentences.
The second lesson of Unit 10
Step1,Revision
1,revise some words
Vacation, mountain, museum, summer camp, exam
2,revise some phrases
go on vacation , go to
Central Park, go to the beach ,play volleyball, go to the movies, study for exam
3,revise some sentences
Where did you go on vacation ?
I went to
Step2,Fill in the blanks in the conversation. Use “was”or “were”.
Answers:1,was 2, was 3, were 4, were 5,was 6,was 7,were 8,were
Step3,Pairwork
What did these people think of their vacations ? Make conversations like the one above.
Step4, vacation album
Make a photo album of vacations you enjoyed .show the album to your classmates and talk about your vacations.
Where did you go ? I went to …
Step5,ask and answer
Ask some questions in some sentences of this unit ,and let the students answer your questions .In order to master these sentences.
Homework
Revise some sentences of this Unit.
The third lesson
Step1, revision
1, Translate these sentences in English
1，你去哪里度假了？ 我到东京去了。
2，你的叔叔去哪里度假了？他到海边去了。
3，他们到哪里度假了？他们和同学去了夏令营。
2，Revise these phrases
go to Central Park , go to the summer camp, go to the beacher, play volleyball, go to the movies , study for exams ,go on vacation, stay at home ,
step2,learn some new words
delicious , expensive , not crowded, inexpensive, awful , crowded
step3,Match the words with the pictures.
1, f 2,a 3,d 4,e 5,b 6,c
step4,Write smile words on the left. Write angry words on the right.
Smile words: delicious, inexpensive, not crowded
Angry words: awful, expensive, crowed
Step5,Listen to Vera talking about her vacation .Answer these questions.
1, where did Vera go on vacation ? She went to
2,Did Vera like her vacation? Yes , she did.
Step6,Listen again and fill in the chart.
What does Vera think about:
Her vacation great the people friendly
The museums interesting ,crowed the food delicious
The stores expensive
Step7, PAIRWORK
Role play. Student A,you are Vera’s friend .Student B, you are Vera. Talk about Vera’s vacation .Use the information in the chart above .Student A, begin your questions with these words:
Where did …? What did..? Did you …? How was …? How were …?
Homework
Revise this passage on page 64.
The fourth lesson
Step1, Revision
1,revise these words
Vacation, mountain, museum, summer camp, exam, stay at home ,visited, delicious ,awful , expensive ,inexpensive , crowded
2,Make some sentences
1, 你在哪里度假？ 我去了夏令营。
2，他们在哪里度假？ 他们去山上。
3，她在哪里度假？ 她在家里。
Step2,Read Kim’s travel diary . Circle the good things about his vacation ,Underline the bad things.
Answers:
good things: the weather , the beach ,playing in the water, helping the little boy find his father ,playing tennis ,eating
bad things: shops were too crowded ,museum, no money for taxi/walking back to hotel.
Step3, Imagine you are an American student on vacation in Beijing
Step4,GROUPWORK
Imagine you are all foreigners on vacation in China
Step5,Key words.
Step6, Write five new words in your Vocab-Builder.
Step7, Complete a questionnaire and make a survey.
Homework
Do some exercises.
篇11：人教版新目标英语八年级（上）教案
教 案 正 文 随堂记录
Unit 1 How often do you exercise ?Teaching goals:1. Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .2. Learn to talk about how often do you do things .3. 一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .4. 句子结构: What do you usually do on weekends ? How often ?及回答.Important and difficult points :What does she /he do on weekends ?She often goes to the movies .How often do you shop ?Once a week / Twice a week .Teaching aids : cards , pictures and a tape recorder .Period 1Teaching procedures :Step 1 Leading-in1.Greetings:Talk about something the students did on
教 案 正 文 随堂记录
summer vacation .Step 2 Pre-taskSB Page 1 , 1a .1. Look at the picture (学生识图).2. Name each activity .T: What are they doing ?They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )3. Write the activities on the line .4. Check the answers on the Bb .Correct their own activities .5. Practise reading .SB Page 1 , 1c .1. Focus on the conversation in the box .2. Practise reading .3. Pairwork : What do you do on weedends ? I .4. Groupwork :Divide the class into groups of four or five .Make conversations .First S1 to S2:S1:What do you do on weekends ?
教 案 正 文 随堂记录
S2:I .S1:What does she /he do on weekends ?S2:She /He .5. Act out their own dialogues .Step 3 While-task SB Page 1 , 1b .1. Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.2. Make sure what they will hear and do .3. Read these adverbs and explain.4. Play the tape twice .Write the letters on the line.SB Page 2 , 2a & 2b .1. read the activities and the answers of “how often” first .2. Practise reading .3. In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities.4. Play the tape for a first time .Ss only listen .5. Play the tape a second time .Ss do 2a .
教 案 正 文 随堂记录
6. Play the tape a third time .Check the answers .7. Play the tape .Ss do 2b .8. Check the answers .In this part ,we should pay attention to how often引起的特殊疑问句及回答.Step 4 Post-taskSB Page 2 , 2c .1. Focus on the conversation .2. Practice reading .3. Read the activities in the left box .4. Fill in the chart .5. Pairwork: Make conversations .
教学后记
教 案 正 文 随堂记录
Period 2Teaching procedures :Step 1 Leading-in1. Greetings2. Drills:T: What do you usually do on weekends ?S1: I usually play soccer .T: How often do you play soccer ?S1: I play soccer twice a week .T: How often does he play soccer ?The other Ss: He plays soccer twice a week .Repeat for three times .Step 2 Pre-taskSB Page 2 ,Grammar Focus .1. Review the grammar box .Ss say the questions and answers .2. Practise reading .Step 3 While-taskSB Page 3 , Part 3 .
教 案 正 文 随堂记录
1. Call attention to the survey .Make sure the Ss understand the chart .T: What activity do ninety-five percent of Green High students do every day ?Ss answer .If necessary , give them help .2. Review the information in the green box with Ss .3. Read the article first by the Ss .4. Read it to the class .5. Look at the survey and fill in the blanks in the article .6. Finish the activity individually .7. Check the answers .8. Practise reading .Step 4 Post-taskSB Page 3,Part 4 .1. T: What can you do to improve your English ?(e.g. read English books, practice reading and speaking ) How often do you ?2. Think of more things you can do to improve your English and write them here .
教 案 正 文 随堂记录
3. Ask several Ss each question .4. See: Who is the best English students in the class Homework:Revise the new words .
教学后记
教 案 正 文 随堂记录
Period 3Teaching procedures :Step 1 Leading in1. Greetings & free talk .2. Practise reading the article in Page 3.3. Check the homework.Step 2 Pre-taskSB Page4 , 1a .1. Point out the five phrases .2. Ss read after the teacher .3. Make sure the Ss understand what do they mean .4. Call attention to the pictures .Say something about the pictures .5. Match the words with the pictures .6. Check the answers .7. Practice reading .Step 3 While-taskSB Page 4 , 1b .1.pay attention to the conversation in the box on the right .
教 案 正 文 随堂记录
2. Read it to the class .3. Explain : “be good for” means :有益于…，对…有好处.4. Pairwork. Choose a new partner .Use the words in Activity 1a to make conversations .5. Share the students’ conversations.SB Page 4 ,2a&2b .1. T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss. In 2a ,we’ll know who is healthy , Bill or Katrina ?2. Read the questions in 2a .3. Listen to the tape carefully twice .Circle “yes” , “no” or “I don’t know” in the chart .4. Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .5. Play the tape again .This time ,if we have heard one questions and we have a pause .Make sure Katrina’s and Bill’s answer.
教 案 正 文 随堂记录
6. From the answers in 2b ,we can tell who is healthy Bill or Katrina ?Step 4 Post-taskRole-play .Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .S1: How often do you exercise ?S2: I exercise every day .S3: … .With the help of 2b .Homework 请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.
教学后记
教 案 正 文 随堂记录
Unit 2 What’s the matter ?Teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2. 能够用所学的单词谈论身体并且能给出中肯的建议.3. 通过听力练习，争取能够提高学生的听力能力.4. 文化欣赏，中国文化.Important and difficult points:1. words .2. How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.T :How many parts of the body can you name ?What’s this ?(head , mouth etc.)Today we’ll learn some parts of the body .2.This is my head .Oh ,I have a headache .Step 2 Pre-task1.Read the new words by the Ss first .
教 案 正 文 随堂记录
2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .3. Practice reading the new words .Give them 6 minutes .4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard .5. Page7,1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list .6. Check the answers .7. Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-taskSB Page 7, 1b .Listen and check the answers .SB Page 7,1c .Work in pairs and act out .
教 案 正 文 随堂记录
SB Page 8, 2a .1. Point out the eight items in this activity .Read the item to the class .Ss repeat .2. There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .3. Match the problems with the advice .4. Play the tape twice .5. Check the answers .Step 4 Post-task 同桌之间设计一个医生与病人之间的对话.Step 5 Homework 1. Remember the name of your body part .2. Write conversations between the doctor and the patient .
教学后记
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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise playing the game .3. Practice reading the dialogues .Step 2 Pre-task SB Page 8, 2b .1. Pay attention to the four pictures .Each of these pictures illustrates one of the conversations .2. Play the tape ,write the missing words on the blank lines .3. Play the tape again and check the answers .4. Pairwork .Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .5. Practice reading the dialogue in 2c ,and make their onw conversations .6. Act out the dialogue .
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Step 3 While-taskSB Page 9, 3a .1. Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )2. Pay attention to the dialogue and the blanks in the dialogue .3. Fill in the blanks in the conversation .4. Go over the answers.5. Practice reading the dialogue with a student, then work in pairs .Step 4 Post-taskSB Page 9 , 3b .1. Look at the picture with activity .A: What’s the matter ?B: I’m not feeling well . I have a toothache /fever/sore throat /sore back .2. Pairwork.Make your own dialogues setting 3a as an example .
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3. Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .SB Page 9, Part 4.1. Read the instructions and demonstrate what a “mime” is .2. Read the dialogue by the Ss .3. Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .4. Ask one student to give advice .5. Give several students an opportunity to come to the front and mime an illness .Step 5 Homework 1. When you had some problems.please remember what the doctor said .2. Remember the new words .
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Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. Play the game :One student mimes an illness , the other students guess the illness and give advice .What’s the matter? Do you have a sore throat ?Step 2 Pre-taskSB Page 10 ,1a .1. Look at the picture .Point out the four new words and expressions .Say each word and ask Ss to repeat .2. The first picture .Explain something about it using one of the four words and expressions .3. Match the words with the pictures by the Ss .4. Check the answers .5. Practice reading and make sure the Ss understand the meaning of the words .Step 3 While-taskSB Page 10,1b .
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1. Read the four sentences ,Ss practice reading .2. Look at the picture and match each picture with advice.3. Check the answers .SB Page 10 ,2a & 2b .1. First ,make sure the Ss understand what they will hear .2. Then read the four names 3. Listen and write the problems on the bland lines .If possible ,write what each person “should” and “shouldn’t” do for their problem.4. Check the answers .Step 4 Post-taskSB Page 10,2c .1. Ask two students to read the conversation to the class .2. Pairwork .Make conversations with your partner .3. Act out the conversations for the class .4. Write two dialogues in the exercise book .SB Page 11, 3a &3b .1.3a .Read the article and underline the things you should do . Check the answers .
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2.3b .Let the Ss read the paragraph and fill in the blanks .Check the answers .SB Page 11 ,Part 4.Play the game Step 5 Selfcheck SB Page 12 ,Part 1 .1. Fill in the blanks on their own .2. Make your own sentences with the words .SB Page 12,Part 2.Read the letter .Make sure Ss can understand it .Step 6 Homework1. Remember the words in this unit .2. Do the exercises on Pages 6-8of the workbook .
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Unit 3 What are you doing for vacation ?Teaching goals :1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.2. How to talk about future plans .3. 现在进行时表示将来计划或行动.4. 特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ? I’m watching TV . When are you going ? I’m going … . How long are you staying ? We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in
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1. Free talk .2. Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat . Ss: I’m staying home on Saturday . T: OK. Today we’ll learn how to talk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1. Look at the picture carefully and tell what you see in the picture .2. Write the activities from the pictures in the box and add some more .3. Practice reading .Step 3 While-task 1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .2. Pairwork .Practice in pairs .
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3. 用第三人称练习对话.4. Groupwork . Divide the Ss into groups of four or five .Make conversations .5. Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1. First ,read the names of the people .2. Play the recording and let Ss fill in the chart .3. Check the answers .Step 4 Post-task SB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1. 如果没填完上面的表格回去接着做完.2. 记单词.
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Period 2Teaching procedures :Step 1 Leading in 1. Free talk .2. Revise : Make conversations with the setences what are you doing for vacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .2. Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1. Read the conversation by the Ss and practice reading .2. Listen and fill in the chart .3. Check the answers .SB Page 15, 3b .
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1. Look at the conversation in the box .2. Practice reading .3. Pairwork . Make conversations using the information in 3b .4. Act out your conversations .Step 4 Post-task Vacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .
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Period 3Teaching procedures :Step 1 Leading in 1. Free talk .2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1. Say each phrase and ask Ss to repeat .2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .3. Check the answers .Step 3 While task1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .2. Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .
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2. Play the recording and check the answers .Step 4 Post-task 1. Find a new partner . Student A is the reporter .Student B is He Yu . A interview B . 2. Read the conversation in 2c and with the help of the listening .Step 5 Homework 1. Remember the new words .2. Write the conversations about your interview .
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Period 4Teaching procedures :Step 1 Leading in1. Greetings .2. Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1. Ask each other ,write down their answers .2. One student to present his /her exercise .Step 3 While-task SB Page 17 , 3a .1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .2. Read the article to the class .3. Explain the new words .4. Play the tape .Ss listen and repeat .5. Point out the five numbered pictures .Ss identify the items .
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6. Check the answers .7. Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 Homework Complete the Selfcheck .
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Unit 4 How do you get to school?Teaching goals :1. Words & phrases: get to , how far , bicycle , subway , minute , mile , bus stop .2. Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3. how引导的特殊疑问句，表示乘坐何种交通工具的方式.how far ,how long 引导的特殊疑问句.4. 复习基数词及时间的表示方法.5. 了解中外文化的差异.Important and difficult points :1. how /how far /how long 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. It takes /will take/took sb some time to do sth .Teaching aids: cards and a tape-recorder .Period 1Teaching procedures :Step 1 Leading in1.Greetings and free talk .
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3. T: How do we get to school ? Some students walk ,some students take the bus ,some students ride a bike .Does anyone take the subway ? No , we have no subway .OK ,today we will learn Unit 4 .Explain : get to Step 2 While-task SB Page19 ,1a&1c .1. Write down how you get to school .2. Look at the picture .Write down how the students get to school.3. Make dialogues with the phrases .4. Groupwork: Divide the students into groups of three or four .Practice reading the dialogues.5. Act out their dialogues .SB Page 19 , 1b .Listening 1. Make sure the Ss know what ot do .Give them an example orally if possible .2. Read the names .3. Play the tape and check the answers .
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SB Page 20 , 2a&2b .1. Revise the numbers .2. Teach the new word :minute .3. Play the tape for the students to finish 2a&2b .Then play again and check the answers .Step 3 Post-taskIf there is time ,make conversations .Step 4 Homework用对话的形式告诉老师你是怎么到达学校并需要多长时间，then please tell me how you get to school and how long it takes .
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Period 2Teaching procedures :Step 1 Leading in 1. Greetings .2. Check the homework .3. Go over the dialogue in Page20 ,2c .Step 2 Pre-taskSB Page 20 ,Grammar focus .1. Review the grammar box .Ask students to say the statements and responses .2. Practice reading .3. Explain the usage of “take” in “take the train” and “take sb some time to do sth” .Step 3 While-taskSB Page 21,3a .1. Pay attention to the speech bubbles .Read the questions .2. Read the passage by the Ss. Find the answers to the questions and write the answers on the lines .
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3. Check the answers .SB Page 21, 3b .1. Show Ss the example in the box .Two students read it to the class .2. Pairwork: Make your own conversations using the information in the left box.3. Ask some pairs to present the conversations to the classStep 4 Post-taskSB Page 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite two conversations in 3b in the exercise books .
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Period 3Teaching procedures :Step 1 Leading in1. Greetings and free talk .2. Check the homework.3. Go over the passage in 3a Page 21 .Step 2 Pre-task SB Page 22 ,1a .1. Say the four new phrases and Ss repeat .2. Match the words with the pictures .3. Check the answers .Step 3 While-taskSB Page 22,2a&2b .1. Play the tape for the students to finish them .2. Point out the two sets of pictures with a blank line in front of each .3. Check the answers .SB Page 22, 2c .Talk about how Nina gets to school .Step 4 Post-task
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SB Page 23, 3a .1. Read the instructions to the class and read through the statements abut the article .2. Read the article again by the Ss .Write if the statements are true or false in your exercise books.3. Do the activity individually and check the answers .SB Page 23 ,3b .Read the article and fill in the blanks .Check the answers.Selfcheck Part 2 .1. Look at the picture .Make sure what the people in the picture doing .2. Finish the conversation .3. Practice reading .Step 5 Homework1. Write a newspaper article .2. Go over this unit .
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Unit 5 Can you come to my party ?Period 1Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.Teaching goals :1. vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party .2. Patterns: Can you come to my party ?z Sure, I’d love to . Sorry ,I can’t . I have to … .3. 能力目标:学会邀请别人以及回答的方式.4. 情感目标:培养学生礼貌用语的习惯.Teaching procedures :Step 1 leading in Play the song : Happy birthday .Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?Ask students to say .
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Step 2 Pre-taskPage 25 ,1a ,1b .Ask ,Can you come to my party ?Ask some students to answer .Ask the students who say I can’t go to say why .Call attention to the words in Activity 1a. Read together .Say ,look at the picture .Ask Ss to tell what they see in each scene .Match the words with the picture and check the answers .Say ,now listen to the recording .Write the name of each person next to his or her picture .Play the recording .Ask Ss to complete the activity individually .Correct the answers .Step 3 While-taskSB Page25 , 1c.Point to the example in the box .Ask Ss to do a practice with partners .Ask some groups to act .Game:
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One student invite some students to his/her party .The other students answer .SB Page 26, 2a .Point to the five sentences .Say ,listen to each conversation and then circle the word that makes the sentences correct .Play the recording .Check the answers .SB Page 26 ,2b .Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t” .Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .Play the recording .Write down these answers .Check the answers .Step 4 Post-taskSB Page 26 ,2c .Call attention to the points listed in activity 2b .
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Ask students to make their own conversation like the example .As students work ,move around the room and monitor .Ask some students to present their dialogue .Step 5 HomeworkPractice :Invite your friends to come to your party .Write down their answers .
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Period 2Teaching contents :Section A Grammar focus , 3a , 3b , 4 .Teaching goals :1. vocabulary : whom , start , join , practice , math test , mall , calendar .2. Patterns : Can you go to the mall this week ? Can she/he/they go to movies ?3. 能力目标:学会写请贴，会制做日程表.4. 情感目标:学会人际交往的基本常识.Teaching procedures :Step 1 Leading in Ask :How many people did you invite yesterday ?What did they say ?Ask one student to show his answer .Step 2 Pre-taskSB Page 26 , Grammar focus .Review the grammar box .Ask Ss to say the questions and answers .
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Talk about the two ways people give reasons for saying no to an invitation .Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”Step 3 While-taskSB Page 27 , 3a .Call attention to the invitation .Ask questions about it .eg.What kind of invitation is it ?Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line .Ask students to fill in the blanks according to the invitation .Check the answers .SB Page 27 , 3b .Ask two students to act the conversation you just completed .Call attention to the blank invitation card .Complete this card .
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Ask some pairs to present their conversations to the class .Step 4 Post-task SB Page 27 ,Part 4 .Read the instructions for this activity to the class .Read the dialogue with a student .Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.Ask students to make conversations.Discuss the answer with the class .Step 5 Homework1. Make your own calendar .2. Make an invitation .
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Period 3Teaching contents: Section A 1a,1b,1c,2a,2b,2c.Teaching goals:1. vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow .2. Pattern: Can you play tennis with me ? What’s today ?3. 能力目标:能训练地用英语和别人进行交际.Teaching aids :Step 1 Leading inAsk the student who is on duty to say something to the class .Step 2 Pre-taskSB Page 28 ,1a , 1b .Show the days of the week in a large monthly calendar .Point out the days of the week at the top of the calendar and ask a student to read these words aloud .Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date .
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Complete activity 1a ,check the answer .Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books .Step 3 While-task SB Page 28, 1c .Call attention to the example in the box .Ask two students to read it to the class .Ask Ss to work in pairs .Ask :What do you want to do on Monday , Tuesday … ?Write down your answers .Make some conversations with your partner .Ask some Ss to present their conversations .SB Page 28, 2a, 2b .Point to the picture .Listen to the conversation .Can Vince play tennis with Andy ?Circle “yes” or “no” .Play the recording .Ask what can Vince do today .Pay attention to the list of five activities ,and the three
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lettered words .Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .Play the recording .Correct the answers .Step 4 Post-taskSB Page 28, 2c .Help student find partners .Say ,one student is Andy ,the other is Vince .Ask the pairs to practice for a few minutes like the example.Ask some pairs to present their conversation .
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Period 4Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .Teaching goals :1. vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till 2. Patterns: Thank you for your invitation. I’m sorry I can’t . I have to … .3. 能力目标:学会以“邀请”为主题的书面表达形式，弄懂E-mail 的写作法.4. 情感目标:理解“义务”涵义.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inShow an article to the class .Say ,this is a e-mail message .Call attention to the form .Read the article individually .Step 2 Pre-taskSB Page 29 ,3a .
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Say ,there is another e-mail message .Ask a student to read it to the class .Call attention to the blank calendar .Say ,Now read it again .Then complete Sonia’s calendar .Check the answers .Step 3 While-task SB Page 29 ,3b .Point out the e-mail message .Ask a student to read it aloud .Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.Ask students to complete the activity on their own .Ask some Ss to present the answers to the class .SB Page 29 ,3c .Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish .As Ss work ,move around the room monitoring their work.Ask some Ss to read their message to the class .
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Step 4 Post-task SB Page 29 ,Part 4 .Read the instruction to the class.Complete the calendar on Page 88 .Say ,now go around the class .Ask Ss if they can come to your party at the time you are free .Step 5 ExerciseSelfcheckThen ask some students to present their answers .Check the answers .
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Unit 6 I’m more outgoing than my sister .Period 1Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .2. Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ?3. 能力目标:能对人物的外表进行描绘，个性进行比较.Teaching procedures:Step 1 Leading in Ask a student to introduce herself/himself .Step 2 Pre-task SB Page 31 , 1a .Show some pictures to Ss .Say ,They are stars .Ask Ss to tell what they see .Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .
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Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .Step 3 While-taskSB Page 31 , 1c , 1b .Call attention to the picture .Point out the sample conversation in activity 1c .Say ,Now work with a partner .Make your own conversation about the twins .Ask several pairs to say one or more of their conversations .Then listen to the recording .Ask Ss to number the twins .Check the answers .SB Page 32 ,2a .Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read .Say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column .Play the recording and check the answers .
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SB Page 32 , 2b .Point out the picture and the two boxes with the headings Tina is and Tara is .Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a .Play the recording and check the answers .Step 4 Post-task SB Page 32 , 2c .Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own .Correct the answers .Step 5 HomeworkHow are you and your sister /brother different ?Write down .
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Period 2Teaching contents: Grammar focus , 3a , 3b ,4 .Teaching procedures:Step 1 Leading inAsk ,How are you and your mother/father different ?Ask some Ss to answer .Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class .Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add –er .Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more .Practice : happy , outgoing , short , thin , good .Step 3 While-taskSB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .
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Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer .Check the answers .SB Page 33 , 3b .Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example .Ask two Ss to read the sample conversation in the box .Have Ss work and ask some pairs to say their dialogues .Step 4 Post-taskRead the instruction to the class .Ask pairs of Ss how many same and different examples they found .Work in pairs and ask some pairs to read their lists .Step 5 HomeworkWrite down the same and different between you and a friend .
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Period 3Teaching contents : Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need .Ask ,What kind of things are important in a friend ?Step 2 Pre-task SB Page 34 , 1a .Read each description to the class and ask the Ss to repeat.What kind of things are important in a friend .Rank the things below 1-6 (1 is most important )Ask different Ss to copy the six phrases on the Bb .Then read the phrases together .Step 3 While-taskSB Page 34 , 1b .Say , Now make your own statements about friends using the phrases in activity 1a .Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ?
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SB Page 34 , 2a .Play the recording and check the answers .SB Page 34 , 2b .Play the recording and check the answers .Step 4 Post-taskSB Page 34 , 2c .Say , Now work with your partner .Make a conversation using information in the chart .Ask several pairs to say their conversations to the class .Step 5 Homework 连词成句:1. Tom , Sam , intellectual , more , than , is .2. her sister , as … as . not, sports , at , good, is ,Liu Ying.3. me , same , as , the , friend , my , is .4. makes , laugh , a , me , good , I , think , friend .5. outgoing , are , both , we .
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Period 4Teaching procedures :Step 1 Leading in Greeting .Step 2 Pre-task SB Page 35 , 3b .Read the instruction to the class .Ask Ss to look at the chart on Page 34 .Ask a student to read the example to the class .Say ,now write your own sentences .Ask students who finish first to write sentences on the Bb.Ask some Ss to read the sentences ,each student read one sentence one by one .Step 3 While-task SB Page 35 , 3a .Read the instruction .Point out the sample answer .Say , Now read the article .Explain the words and sentences in your own words .Listen to the recording .
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Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .SB Page 35 ,3c .Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own .Ask some Ss to read their sentences to the class .Step 4 Post-taskSB Page 35 ,Part 4 .Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ?Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why .Step 5 Exercise Selfcheck .Ask Ss to work on their own .Check the answers .
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Unit 7 How do you make a banana smoothie ?Period 1Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goal :1. vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon .2. Patterns: How do you make a banana smoothie ? How many bananas do we need ? How much cinnamon do we need ?3. 能力目标:学会使用how many 和how much 分别对可数名词和不可数名词的量提问.4. 情感目标:培养学生热爱劳动的习惯.Teaching aids : tape , tape-recorder , cards .Teaching procedures:Step 1 Leading inGreeting .Step 2 Pre-task
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SB Page 41 , 1a .Look at the picture .What can you see ?Point out the blank likes in the picture .Ask Ss to write the names of the actions .Choose the correct words .Ask Ss to fill in the blanks on their own .Check the answers .SB Page 41, 1b .Point out the actions in the picture and the list of actions in activity 1b .Play the recording and check the answers .Step 3 While-task SB Page 41 , 1c .Point out the instructions in activity 1b .Ask Ss to talk with a partner .SB Page 42 , 2a .Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .
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Play the recording and check the answers .SB Page 42 , 2b .Say ,Now listen again .This time listen to the amout of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount .Ask a student to read the amounts in the first column .Play the recording .Ss work .Check the answers .Step 4 Post-task SB Page 42 ,2c .Read the instruction for the activity .Point to the sample conversation .Ask two students to read the questions and answers to the class .Have Ss work in pairs .Ask some pairs to present their conversations .Step 5 Homework Make a banana smoothie or fruit salad with your friends .
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Period 2Teaching procedures :Step 1 Leading inGreeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad .Step 2 Pre-taskGrammar focus .Review the grammar box .Ask Ss to say the questions and answers .Write the words countable and uncountable on the Bb .Ask one or two students to explain what these words meanCall attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these .Step 3 While-taskSB Page 43 , 3a .Point out the picture and ask Ss what the boy and girl are doing .Point to the four words at the beginning of the activity .Ask Ss to number the words to show the order .Read the conversation .Ask Ss to complete it .
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Check the answers .Ask Ss to read the conversation with their partner .SB Page 43 , 3b .Point out the picture .Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .Ask a student to read the directions in the box .Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn .Step 4 Post-taskSB Page 43 , Part 4 .Ask Ss to work in teams of three .Read the instructions. Ask Ss to work in pairs .Then ask some pairs to present their questions and answers to the rest of the class .Step 5 HomeworkWrite your own recipe about a sandwich .
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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in Review how to make fruit salad .Ask Ss to answer .Step 2 Pre-task Say ,Let’s make a sandwich .Ask Ss that what ingredients they need .Ask two students to say and write the ingredients on the Bb .Then ask ,How do you make your favorite sandwich ?Ask one student to answer .Say , let’s make it together .Step 3 While-task SB Page 44 , 1a ,1b .Point to the sandwich ingredients in the picture .Say each word and ask Ss to repeat it .Read the instructions and point to the lines where Ss write the things they like in a sandwich .Students work .After that .Say, Now ask and answer .Point
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out the conversation in the box .Ask Ss to work with a partner .As Ss work ,move around the room monitoring .Ask some pairs to say their conversations to the class .SB Page 44 , 2a .Read the instructions to the class .Point to the foods in activity 1a .Play the tape the first time .Ss only listen .Play the tape again .Ss circle the words in activity 1a .Check the answers .SB Page 44 ,2b .Listen carefully and write the ingredients on the correct lines in the chart .Check the answers .Step 4 Post-taskSB Page 44 , 2c .Ss work in pairs .Ask several pairs to act out .Step 5 Homework Make a sandwich .
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Period 4Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some students to show the sandwiches they made .Step 2 Pre-taskSB Page 45 , 3a .Read the instructions to the class .Have a student to read the recipe to the class .Point to the words vegetables ,meat and others in the chart .Point to the example answer .Say ,Now read the recipe and write the ingredients under the correct words in the chart .Check the answers .Step 3 While-task SB Page 45 , 3b .Read the instructions to the class .Read the recipe to the class .Say “blank” each time when coming to a blank line .Say ,Now write a word in each blank .Check the answers .
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SB Page 45 , 3c .Read the instructions to the class .Then ask students to write their recipes .As students work ,move around the room offering assistance as needed .Ask students to read their recipes to a partner .Ask some students to read their recipes to the class .Step 4 Post-task Selfcheck .Ask students to finish the work .Ask some students to present their answers to the class .Check the answers .Step 5 Homework SB Page 45 , Part 4 .Ask students to work with a partner .Tell your partner how to make a sandwich with the ingredients in your list .
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Unit 8 How was your school trip ?Teaching goals :1. words & phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of .2. Use the past tense to talk about things .3. 掌握由there be 结构和行为动词构成的一般过去时.4. 掌握规则和不规则动词的过去时.Important and difficult points :How to use the past tense correctly .The form of the past tense .Teaching aids : card , picture and a tape recording .Period 1Teaching procedures :Step 1 Leading in Greeting : talk about something the Ss did last week .Step 2 Pre-task SB Page 47 , 1a , 1c .T: What did you do on your last school trip ?Look at the picture .Guess :What did Tina … do ?
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Pairwork : Did Tina buy a souvenir ? No , … .Step 3 While-taskSB Page 47 , 1b .Listen and check the answers .SB Page 48 , 2a , 2b .Play the recording and correct the answers.Step 4 Post-task SB Page 48 , 2c .Pairwork : Make conversations .Ask several students to present their conversations .Step 5 Conclusion Grammar focus .Review the grammar box .Ss say the questions and answers .Practice reading .
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Period 2Teaching procedures :Step 1 Leading in Greeting : talk about what last day off was like .Was it a good day off or a terrible day off ?Step 2 Pre-taskSB Page 50 , 1a , 1b .Look at the pictures .say something about the pictures .Point out the five phrases .Ss read after teacher .Make sure Ss understand what they should do .Rank them from 1-5 .Pay attention to the conversation in the box on the right .Read .Pairwork : make conversations .Share the students’ conversations .Step 3 While-taskSB Page 50 , 2a , 2b .Say , Now you will hear a conversation about what Tina and Tony did on their last day off .Point out the sample answer in 2a .
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Listen carefully twice .Fill in the chart.Read the sentences in 2b .Pay attention to who said these things .Play the tape again .Listen carefully .Check the answers .SB Page 49 , 3a .Ask one student to read the article .Ss read and work : correct the statements below .Listen to the recording .Read after it .Ask Ss to read together .Step 4 Post-task Pairwork: Make conversations with your partner using these phrases : Were there … ? Did you see … ? Did you go … ?Step 5 Homework Make up a story .
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Period 3Teaching procedures:Step 1 Leading in Free talk .Check the homework .Step 2 Pre-taskSB Page 51, Part 4 .Say ,Here are some photos of your last vacation .What did you do ?Ask and answer with your partner .Question like this : Did … ? What … ? Were there … ? Where … ? How was … ?Pairwork .Step 3 While-taskSB Page51 ,3a .Read the letter about the things Nick did by Ss .Explain the new words .Play the tape .Ss listen and repeat .Point to the number 1-5 .Point out the sample answer.
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Ss work .Then check the answers .Play the tape again .Practice reading .SB Page 51 , 3b .Say , Imagine you are Tony and you’ll give Nick a letter .Point out the letter .Read the letter to the class .saying blank each time when come to a blank line .Read the letter and fill in the blank .Ask one student to present the answers .Step 4 Post-task SB Page 51, 3c .Say :We read about the things Tony and Nick did .What did you do on your last day off .Let’s write a letter about them .Give them help if they need .Ss work .Step 5 HomeworkComplete the selfcheck .
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Unit 9 When was he born ?Teaching goals: 1. Learn to use “be born” to ask sb sth2. 掌握一般过去时态的以how long , when , where 等疑问词开头的特殊疑问句.3. 能用有关的形容词来描述人，并能用一般过去时来谈论熟知的、敬佩的人物.Period 1Teaching procedures :Step 1 Leading in Greeting .Ask Ss when they were born and which sports stars they like.Step 2 Pre-taskSB Page53,1a &1b.Ask Ss to make a list of international sports stars they know.Show some sports stars photos to Ss Ask :T: Who’s that ? S: That’s … .T:When was he born ? S: She was born in … .Pairwork :make conversations .
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Step 3 While-taskSB Page 53 , 1b .Look at the pictures .Read the names and the occupation .Make sure what Ss should do .Listen carefully.Complete the exercise .Check the answers.SB Page 53 , 2a & 2b .Point out the columns and read the headings to class .Explain the meaning of the words at the top of each column if necessary .Say ,this time fill in the information under How long .Play the recording,Ss complete activity 2b .Correct the answers .Step 4 Post-taskPoint to the chart in activity 2a .Point out the fill-in lines in the conversation in activity 2c .Show Ss how to do the activity .Ask Ss to work in pairs .Then make their own conversation .Correct the answers .Step 5 Homework Collect the information about sports stars.Then make cards .
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Period 2Teaching contents: Grammar focus , Section A 3a, 3b , 4a , 4b .Teaching procedures :Step 1 Leading in Revise the past tense .Step 2 Pre-taskSBPage54,Grammarfocus.AskSs to say the questions and responses .Answer the questions the Ss might have . Step 3 While-taskSB Pag3 55 , 3a .Ask Ss to point to the names in the chart below the article .Read the name to the class .Explain the word achievement .Divide the class into two groups -A and B .Have them continue filling in their own charts , on their own .SB Page 55 , 3b .After Ss have finished reading and filling their answers , ask Ss to work in pairs .Draw the chart on the Bb .Ask the Ss who finish first to write the answers in the chart .
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Correct the answers .Step 4 Post-taskSB Page 55 , 4a .Write this sample question on the Bb .Then ask two Ss to ask and answer these questions .Ask Ss to talk to several other Ss .Move around the room checking their progress .SB Page 55 , 4b .Ask Ss to tell the class what they learned about a student. Allow other Ss to ask questions if they don’t understand something another student says .Ask each student to read at least one statement from his chart .Step 5 Homework( 改错 )1. I went to the classroom , but no one were there .2. Last summer I go to HongKong .3. Lucy and Lily didn’t late for school last week .4. Did your friend bought a new watch yesterday ?
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Period 3Teaching contents : Section B 1a , 1b ,2a , 2b , 2c .Teaching procedures :Step 1 Revision Check the homework .Step 2 Pre-taskSB Page 56 , 1a .Write on the Bb the eight words at the top of the page .Ask a student to the names of the people in the pictures .Ask Ss to write one or two words from the list under each person’s picture .SB Page 56 , 1b .Ask several Ss to read the class the words they wrote under each picture .Say , Now work with a group .Make your own statements about the people in the pictures ,using the words you wrote in your book .Ask Ss to tell the class what they said about some of the people.Step 3 While-taskSB Page 56, 2a .
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Read the instructions and point out the words in the list in activity 1a .Play the recording .Ss listen and circle the words they hearCheck the answers.SB Page 56 , 2b .Point out the eight sentences .Ask two Ss to read them .Play the recording and have Ss write down the answers .Correct the answers .Step 4 Post-taskSB Page 56 , 2c .Ask two Ss to read the sample conversation .Have Ss work with a partner .Ask and answer questions using the sentences in activity 2b .Ask several pairs to say a conversation to the class.Step 5 HomeworkRemember the words learned in this class .
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Period 4Teaching contents: Section B 3a ,3b ,3c ,4 , selfcheck .Teaching procedures :Step 1 Leading inAsk some Ss some questions :When were you born ? When did you get to school yesterday ? etc .Step 2 Pre-taskSB Page 57, 3a .Ask Ss to read the phrases in the chart .Then have Ss to read the article on their own ,ask Ss to circle any words or phrases they don’t understand .Ask Ss to read to the class any words or phrases they circled .Write them on the Bb .Ask other Ss to explain what they mean .Ask Ss to read the article again and fill in the information in the chart .Correct the answers .Step 3 While-taskSB Page 57 , 3b .
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Ask Ss to use these sentences to start their articles .Ask Ss to use the article about Midori as an example .SB Page 57 , 3c .Read the instructions and ask Ss who they write about .Ask Ss to work on their own .When they finish,ask the Ss to read the article to a partner and to talk about the person in the article .Step 4 Post-taskSB Page 57 , Part 4 .Ask Ss to work in groups of four .Point out the sample conversation .Ask three Ss to read it to the class .Then ask Ss to work with their groups .Step 5 HomeworkGet Ss to finish the selfcheck on their own .
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Unit 10 I’m going to be a basketball player .Teaching contents: Section A 1a ,1b ,1c ,2a , 2b ,2c .Teaching goals:1. vocabulary :programmer ,engineer ,pilot ,professional2. Pattern: I am going to do sth .3. 能力目标:掌握一般将来时的用法.Important and difficult points : be going to 的用法.Teaching procedures :Step 1 Leading in 复习一般现在时表示计划、打算做某事的用法.Step 2 Pre –taskSB Page 59 , 1a .Read each of the words to the class .Teach the new words Have Ss complete activity 1a .Check the answers .SB Page 59 , 1b .Play the recording .Ss listen and write down the answers .Correct the answers .Step 3 While-taskSB Page 59,1c .In pairs ,Ss look at the jobs in activity
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1a and have conversations about these jobs .SB Page 60 , 2a .Point to the picture .Ask Ss to say what they see .Play the recording .Ss listen and write down the answers .Check the answers .SB Page 60 , 2b .Ask a student to read the sample question and sample answer to the class .Play the recording .Ask Ss to write their answers in the chart .Correct the answers .Step 4 Post-taskSB Page 60 , 2c .Ask two Ss to read the sample conversation to the class .Point to the questions and answers in activity 2b .Ask Ss to make conversation about Cheng Han .Ask several pairs to say their conversations to the class .Step 5 HomeworkPreview the grammar box .
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Period 2Teaching contents : Grammar focus,Section B 3a,3b,4.Teaching goals:1. vocabulary :sound like , fashion show , part-time , save , at the same time , hold , rich ,retire .2. 能力目标: 谈论未来自己与他人的理想职业及原因.Teaching procedures :Step 1 Leading inHave Ss make sentences with “be going to” .Step 2 Pre-taskSB Page 61, 3a .Call attention to the diary .Read the paragraph to the class.Then read the instructions to the class .Have them know what to do .Ask Ss to finish the activity on their own .Correct the answers .Step 3 While-taskSB Page 61 , 3b .Point to the questions .Say , Answer these questions .Tell the truth about your life .What do you plan to do ?
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As Ss write ,move around the room offering help if neededPoint out the sample conversation .Ask two Ss to read it to the class .Ss work in pairs .Ask some pairs to say their conversations to the class .Step 4 Post-taskSB Page 61 ,Part 4 .Write the year on the Bb .Ask the class why that is an important date for Beijing and China .(China is hosting the Olympic Games in 2008)Divide the class into small groups .Ask them to talk about what they are going to do for the Olympics and make a list.Step 5 HomeworkWrite the sentences in Part 4 on the exercise books .
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Period 3Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .Teaching goals:1. vocabulary :resolution , instrument , fax .2. 能力目标:谈论为实现理想所做出的的打算和安排.Teaching procedures :Step 1 Leading inAsk some Ss to say the statement on their exercise books.Step 2 Pre-taskSB Page 62, 1a.Point to the resolutions and ask different Ss to explain in their own words what each one means .Point out the box next to each picture and ask some Ss to read the phrases .Ask Ss to match the phrases and pictures on their own .SB Page 62, 1b .Ask two Ss to read the sample conversation to the class .Then ask Ss to find partners to have a conversation .Ask several pairs to say their conversations to the class .Step 3 While-task
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SB Page 62, 2a .Read the instructions and point out the phrases in the list in activity 1a .Play the recording .Ss listen and circle the phrases on the list in activity 1a they hear .Check the answers .SB Page 62 , 2b .Play the recording .Ask Ss to write their answers on the blank lines after each person’s name .Ask three Ss to write one answer each on the Bb .Check the answers .Step 4 Post-taskSB Page 62, 2c .Ask two Ss to read the sample conversations .Then ask Ss to work with a partner .Step 5 HomeworkHave Ss write their resolutions on the exercise books .
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Period 4Teaching contents: Section B 3a,3b,3c,4 ,selfcheck.Teaching goals:1. vocabulary: reader , keep , fit , keep fit , build .2. 能力目标:学习制定未来一段时间的计划.Teaching procedures :Step 1 Leading inCheck homework.Step 2 Pre-taskSB Page 63 , 3a .Call attention to the magazine article .Ask a student to read it .Ask Ss to make a list of the New Year’s resolutions in this article .Check the answers.Step 3 While-taskSB Page 63, 3b .Have Ss turn back to Page 62 and call on some individuals to say each person’s name and what that person’s
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resolution was .Then ask some other Ss to tell how each person was going to make his or her resolution work .Point to the magazine article in activity 3a .Ask Ss to write an article like this one .Step 4 Post-taskSB Page 63 , 3c .Ask some Ss to tell the class about their New Year’s resolutions .Then ask Ss to write about their resolutions on their own .SB Page 63 , Part 4 . Divide Ss into small groups to do the activity .Ask some groups to write their plans on the Bb .Step 5 SelfcheckAsk Ss to finish the selfcheck on their own .Step 6 HomeworkWrite the article in activity 3c on the exercise books .
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Unit 11 Could you please clean your room ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b ,2c .Teaching goals :1. vocabulary : trash , chore , do chores , dish , sweep , fold , hate , meeting .2. patterns : Could you please + do sth ? Could you + do sth ?3. 能力目标:学习有礼貌地提出请求.Important and difficult points :请求允许做某事.Teaching procedures :Step 1 Leading in Greetings .Step 2 Pre-taskTeach the new words .Step 3 While-taskSB Page65,1a & 1b.Point to the items and ask someone to read the each one to the class . Play the
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recording and let Ss fill in the chart .Check the answers .SB Page 65 , 1c .Point out the sample conversation in activity 1c .Ask two Ss to read it to the class .Have Ss work in pairs .Step 4 Post-taskSB Page 66 , 2a & 2b .First point to the chart in activity 2a and get Ss to know what to do ,then play the recording and ask Ss to check “yes” or “no” .Correct the answers .Do with activity 2b in the same way .Step 5 Pairwork SB Page 66 , 2c .Ss work in pairs , then ask some pairs to act out their conversations .Step 6 HomeworkIn pairs make a conversation using “Could you please …?Could you … ?”.
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Period 2Teaching contents:Section A Grammar focus,3a ,3b,4 .Teaching goals :1. Vocabulary :work on , laundry , do the laundry , wash .2. Master and use : I like doing sth because … . I don’t doing sth because … .3.情感态度目标:教育学生在人际交往中要有礼貌.Teaching procedures :Step 1 Leading inRevise the pattern : Could you please … ? Could you … ?Step 2 Pre-taskSB Page 66 , Grmmar focus .Ask Ss to say the questions and answers .Explain :the questions use the word could and the answers use the words can and can’t .Step 3 While-taskSB Page 67 , 3a .Read the conversation to class with a student .Say blank every time you come to a blank .Ask Ss to fill in each blank with the work make or do .Correct the answers .
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SB Page 67 , 3b .Ask two Ss to read the sample phrases . Say ,Now write a list of chores you have to do ,you can use the list of chores in 1a .Ask a student to say the name of a chore .Then ask another student to say I like or I don’t like .Then ask a third student to give a reason .Step 4 Post-taskSB Page 67 , Part 4 .In groups of five , give each group a set of blank cards .Ask Ss in each group to write one core onto a card .In turns , one student turns over a card and asks the person next to him to do the chore , that person must say no and give a reason .Step 5 Homework Make some sentences with “I like doing sth because … .” or “I don’t like doing sth because … .”
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Period 3Teaching contents :Section B 1a ,1b,2a,2b,2c.Teaching goals :1. vocabulary: snack ,borrow ,invite ,disagree ,teenager2. 能力目标:熟悉并能灵活运用Could you (please)… ?Teaching procedures :Step 1 Leading inAsk some Ss with questions :Could you please … ? Could you … ?Step 2 Pre-taskSB Page 68 ,1a . Say , Look at the items on the list ,ask Ss to complete the writing on their own .Correct the answers .Step 3 While-taskSB Page 68, 1b . Read the instructions and point out the sample conversation.Ask Ss to work with a partner and make their own conversations about the items in activity 1a .Call several pairs to say one or more of their conversations
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to the class .SB Page 68, 2a & 2b . Read the instructions and have Ss know what to do .Play the recording and ask Ss to write their answer on their own .Ask two Ss to write their answers on the Bb .Correct the answers.Step 4 Post-taskSB Page 68, 2c . Point out the sample conversation and ask two Ss to read it to the class .Then point to the phrases in the box .Ask Ss to ask and answer with a partner .Ask several pairs to say their questions and answers to the class .Correct any incorrect questions or answers .Step 5 Homework 英汉互译: 1.洗餐具 2.处理琐事，干家务3.购物 4.take out the trash 5.make the bed 6.fold your clothes
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Period 4Teaching contents:Section B 3a, 3b , 3c, 4 , Selfcheck .Teaching goals :1. vocabulary :take care of ,feed ,mine ,weren’t=were not2. 能力目标:学习写留言条以请求他帮助.Important and difficult points : 留言条的书写.Teaching procedures :Step 1 Leading inAsk Ss to translate some Chinese phrases .Step 2 Pre-taskSB Page 69 , 3a . Read the instructions and have Ss know what to do .Ask Ss to read the letter on their own and complete the chart .Ask two Ss to write their answers on the Bb .Correct the answers .Step 3 While-taskSB Page 69 , 3b .Ask a student to read the beginning of the e-mail message.
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Have Ss finish the message .Tell them they can look at theChart in activity 2b for ideas .Ask some Ss to read their message to the class.SB Page 69 , 3c .Ask Ss to finish the e-mail message on their own and call some Ss to read their messages to the class .Step 4 Post-taskSB Page 69 , Part 4 .Point out the sample conversation and read the instructions to have Ss know what to do .Divide Ss into groups of three and ask them to make conversations .Ask several groups to say their conversations to the class .Step 5 Homework Finish the selfcheck .
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Unit 12 What’s the best radio station ?Period 1Teaching contents: Section A 1a ,1b ,1c ,2a ,2b , 2c .Teaching goals :1. vocabulary: comfortable , seat , screen , close , close to , quality , theater , cinema , radio , radio station .2. 能力目标:掌握一些形容词的比较级和最高级.Difficult points : 特殊形容词的比较级和最高级.Teaching procedures :Step 1 Leading in Revise the comparative forms and superlative forms of some adjectives .Step 2 Pre-taskSB Page 71 , 1a . Ask Ss to explain what the word or phrases means in their own words .Then ask Ss to decide which of the things are important or unimportant .Step 3 While-taskSB Page 71 ,1b .Ask some Ss to read the sentences,then
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play the recording .Correct the answers .SB Page 71, 1c . Ask Ss to make a list of real movie theaters they know .In pairs ,Ss read the conversation in the box ,then get them to make their own conversations according to the list of real movie theaters .Step 4 Post-taskSB Page 72, 2a & 2b . Ask some Ss to read the phrases and sentences .Play the recording ,Ss listen and write down their answers .Check the answers .Step 5 Role play SB Page 72 , 2c . Have Ss work in pairs .Check the progress and offering help as needed .Ask some pairs to say their conversations to the class.Step 6 HomeworkPreview the grammar box .
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Period 2Teaching contents :Grammar focus, Section A 3a,3b,4.Teaching goals :1. vocabulary :teen ,bargain , delight , by bus .2. 能力目标:学习进行简单的比较并表达自己的好恶.Teaching procedures:Step 1 Leading inAsk a student to say something about the comparative and superlative forms of adjectives .Step 2 Pre-taskSB Page 72, Grammar focus .Ask a student to read the sentences to the class .Say ,these sentences show different grammar points .Explain the two grammar points .Answer questions the Ss might have .Step 3 While-taskSB page 73 , 3a .Point to the chart .Ask Ss what they will write in the chart.Ask Ss to read the article on their own .
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Ask Ss to read the article again and complete the chart on their own .Correct the answers .SB Page 73,3b . Point out the sample conversation and ask two Ss to read it to the class .Ask Ss to say the names of stores in your town and write the names on the Bb .Step 4 Post-taskSB Page 73, Part 4 .Ask the class for the names of three places to have lunch near the school and write them on the Bb .Divide the class into small groups .Ask them to choose three restaurants and fill in the chart .Step 5 Homework写出下列单词的比较级和最高级：happy , late , good , bad , beautiful , heavy , big , wet , small , much .
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Period 3Teaching contents :Section B 1a , 1b, 2a , 2b , 2c .Teaching goals :vocabulary: positive , negative , dull , performerTeaching procedures :Step 1 Leading inCheck the homework.Step 2 Pre-taskSB Page 74, 1a .Point to the sample answer in the chart and ask a student to read the pair of words to the class.Ask Ss to complete activity 1a on their own .Correct the answers .SB Page 74 , 1b .Explain that positive words are words that you can use to say good things about people ,ask Ss to say only good things about people as they talk with partner .Ss work in pairs to talk about the people they know .Ask several Ss to say their sentences to the class .
教 案 正 文 随堂记录
Step 3 While-taskSB Page 74 , 2a .Ask Ss what a “talent show” is and ask Ss to tell what people do at talent show .Point to the five pictures .Ask different Ss to say what the people are doing in each picture .Play the recording .Ss listen and write the correct name .Check the answers .SB Page 74 , 2b .Play the recording and ask Ss to write what different people say about the performers .Correct the answers .Step 4 Post-taskSB Page 74 ,2c .Ask two Ss to read the sample conversation to the class .Then Ss work in pairs .Step 5 HomeworkAsk Ss to write their questions and answers in activity 2c on the exercise books .
教学后记
教 案 正 文 ?
篇12：八年级英语新目标上Unit6教案.
八年级英语新目标上Unit6教案.
更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 1 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Ask a student to introduce herself/himself . Step 2 Pre-task SB Page 31 , 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on . Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3 While-task SB Page 31 , 1c , 1b . Call attention to the picture . Point out the sample conversation in activity 1c . Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations . Then listen to the recording .Ask Ss to number the twins . Check the answers . SB Page 32 ,2a . Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read . Say ,now listen and write the Cer and Cier words in the first column and the words that use more in the second column . Play the recording and check the answers . SB Page 32 , 2b . Point out the picture and the two boxes with the headings Tina is and Tara is . Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a . Play the recording and check the answers . Step 4 Post-task SB Page 32 , 2c . Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own . Correct the answers . Step 5 Homework How are you and your sister /brother different ?Write down . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 2 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的'外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class . Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add Cer . Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more . Practice : happy , outgoing , short , thin , good . Step 3 While-task SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions . Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer . Check the answers . SB Page 33 , 3b . Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example . Ask two Ss to read the sample conversation in the box . Have Ss work and ask some pairs to say their dialogues . Step 4 Post-task Read the instruction to the class .Ask pairs of Ss how many same and different examples they found . Work in pairs and ask some pairs to read their lists . Step 5 Homework Write down the same and different between you and a friend . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 3 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need . Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a . Read each description to the class and ask the Ss to repeat. What kind of things are important in a friend .Rank the things below 1-6 (1 is most important ) Ask different Ss to copy the six phrases on the Bb .Then read the phrases together . Step 3 While-task SB Page 34 , 1b . Say , Now make your own statements about friends using the phrases in activity 1a . Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ? SB Page 34 , 2a . Play the recording and check the answers . SB Page 34 , 2b . Play the recording and check the answers . Step 4 Post-task SB Page 34 , 2c . Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class . Step 5 Homework 连词成句: 1. Tom , Sam , intellectual , more , than , is . 2. her sister , as … as . not, sports , at , good, is ,Liu Ying. 3. me , same , as , the , friend , my , is . 4. makes , laugh , a , me , good , I , think , friend . 5. outgoing , are , both , we . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 4 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Greeting . Step 2 Pre-task SB Page 35 , 3b . Read the instruction to the class .Ask Ss to look at the chart on Page 34 . Ask a student to read the example to the class . Say ,now write your own sentences . Ask students who finish first to write sentences on the Bb. Ask some Ss to read the sentences ,each student read one sentence one by one . Step 3 While-task SB Page 35 , 3a . Read the instruction .Point out the sample answer . Say , Now read the article .Explain the words and sentences in your own words . Listen to the recording . Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers . SB Page 35 ,3c . Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own . Ask some Ss to read their sentences to the class . Step 4 Post-task SB Page 35 ,Part 4 . Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Step 5 Exe篇13：新目标英语八年级下Unit4 Reading说课教案
新目标英语八年级（下）Unit4 Reading说课教案
八年外语组：金翠微 She said helping others changed her life. 教材分析 各位老师下午好！ 1. 教学分析 今天我说课的内容是初中英语教材八年级下册第4单元的reading部分She said helping others changed her life.这一课是阅读课文，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力 2.教学目标 (1) 知识目标：学习掌握词汇village, area , thin, ate, decision, open up, start, influence, danger, as, finish ,make sb do (2) 能力目标：在语言输入的同时完成语言输出，在听说读写译中提高语言技能，提高综合运用语言的能力。着重培养学生读的能力：速读，浏览，跳读，精读和任务型阅读能力， (3) 情感目标：通过学习志愿者杨蕾的支教事迹，培养学生热爱社会公益事业、扶危济困的优秀品质。 3. 教学策略： （1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。 2）任务型活动策略。在做中学，在做中练，在做中巩固往往有良好的效果。 4、学情分析 采用的' 8年18班中等水平学生多一些，但是缺乏尖子生，有少数同学基础比较差，还是要在教授过程中针对大多数同时，提高尖子生。 5. 教学设计 Step 1 引入歌曲导入课题 Step 2 设置问题，让学生带着问题去默读文章。 Step 3 问题深入进一步朗读课文。 Step 4 总结阅读策略。 Step 5 讲解每个段落的知识点。 Step 6 小组讨论。 Step 7 复述课文 板书设计 Unit 4 Reading--- She said helping others helped her life. SUMMARY： Paragraph1: Teaching high school students in a poor mountain village changed the life of Yang Lei from Peking University. Paragraph2: She said young people today needed to experience different things. Paragraph 3: The students love having the volunteer teachers there. Paragraph 4: Yang Lei said she could open up her students’ eyes to the outside world and give them a good start in life. Paragraph 5: She enjoyed her time as a volunteer very much. 教学反思: 1.在此长篇阅读教学中,我提供给了学生几个可以掌握的阅读技巧,在本课中学习并加以应用.取得了较好的效果.几乎所有学生都可以掌握.但在今后的阅读中还要不断的实践和使用,以利于学生形成自己的阅读策略. 2.在学习文章之后.应给学生一定的时间实现语言应用,围绕课文开展各种形式的口,笔交际活动,如复述课文主要内容,讨论杨蕾等志愿者的行为是否值得学习,谈谈自己对Young people today need to experience different things.这句话的理解,仿写与课文相关的话题等,将语言学习和语言运用统一起来,同时增强对学生的情感教育. 3. 本节阅读课应注意把握好活动时间, 保证各项活动顺利完成.篇14：新目标英语八年级上册第一单元说课教案
新目标英语八年级上册第一单元说课教案
说课教案 Unit 1 How often do you exercise? The First period I Teaching Aim and Demands (教学目标与要求) 1、Knowledge Objects (知识目标) Names of activities. Adverbs of frequency. What do you usually do on weekends? I often go to the movies. 2、Ability Objects. (能力目标) Writing skill. Listening skill. Communicative competence. 3、Moral object (情感目标) Keep a diary every day in English. Teaching Key Points. (教学重点) Watching TV, reading , shopping , skateboarding , exercising , Teaching Difficulties. (教学难点) Always, usually, often, sometimes, hardly, ever, never. What does she do on weekends? She often goes to the movies. I Teaching Methods. (教学方法) Discover method. Listening and writing methods. Pairwork. II Teaching Aids. (教学手段) A tape recorder. III Teaching Procedures (教学过程) Step1: Greet the class. Step2: Section A 1a First look at the picture, ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends. Then name each activity. Ask students to repeat each one. Point out the sample answer. Then ask student to list all the activities . Then ask the student who finishes first to write the answers on the board . Check the answers: Watching TV reading skateboarding exercising shopping Step3: 1b Teach new words. Read the new words to students. Ask them to repeat. Now, listen to the conversation . The people are talking about what they do on weekends. Please listen and write the letter after the word in the list. Answer: Always a usually c often e sometimes d Hardly ever d never a Step 4: IC Pairwork First ask two students to read the sample in speech bubbles. Now work with a partner. Make your own conversations about the people in the picture. The ask some pairs to present their conversations to the class. Step 5: Summary This class we ,ve learnt some names of .activities: watching TV , reading , skate-boarding , exercising , shopping . And we also learnt some adverbs of frequency: always usually, after, sometimes, hardly ever, never. Step 6: Homework 1.Copy new words. 2.Make conversations篇15：英语新目标七年级上册说课高 (人教版英语七年级)
英语新目标七年级上册“预备篇”是为小学没有开设英语课的学生所设计的，目的是为了学生更好地使用此套教材而打基础。笔者在一所农村初中，由于学生小学没有学英语，使用新教材两年来教学效果很不理想，在初一上学期学生就出现大面积的两极分化，究其原因是起始阶段没有教给学生学习英语的钥匙。常言道：“A good beginning is half done. ” 科学合理地组织好新目标初一英语“预备篇”的教学，我认为是有效解决农村小学没有开设英语课而衔接的一个好的方法。通过学习各种教法，我们采用“拿来主义”，取长补短，整合教材，融合使用，本学期取得了良好的效果。
一、重视音标教学，交给学生认读单词的钥匙
学习英语，听说读写四种能力不可偏废，而正确的发音是基础，音标的学习更是基础的基础。音标教学是英语入门教学的第一关，是学好英语最重要的一环，它的成败与否直接影响到能否完成教学目的。在教授“预备篇”时，我们积极调整教学内容的顺序，首先集中教授英语26个字母的认读和书写，在学生正确掌握26个字母读音的基础上，我们借用马承老师的音标教学法进行音标教学。从归纳字母读音入手，开始逐步接触音标；讲清字母和音标的区别，讲解一些简单的发音要领；由浅如深，从易到难，简化音标教学过程，把字母的名称音和国际音标融为一体，集中教学。如： 掐头法学辅音读音：Ff Ll Mm Nn Ss Xx 读以上辅音字母名称音，将其第一个音去掉，余下的音即为该字母在单词中的读音。Ff/ef//e//f/去/e/余/f/。列表法学元音：Aa Hh Jj Kk都含有/ei/的音。音不离词，将Aa Ee Ii Oo Uu五个元音字母的长短音与所学的辅音相拼，练习音标。学生一开始就能掌握字母与音素的对应关系，他们的拼读能力明显加强，90％左右的学生能根据音标熟练、正确地读出单词，对符合读音规则的生词不依靠音标就可以正确读出，丝毫不感到英语难学,教师也觉得教起来得心应手；课堂上师生配合得好，双边活动也较前活跃。教师已不再占用课时进行单词教学，而只对预习效果作一些必要的检查，学生基本上已不再靠机械重复记忆单词。由于提高了自学能力，学生普遍有一种成功的喜悦感，因而学习积极性大为提高。这正是在关键期重视了音标教学的结果。
二、新旧结合打基础，铸造学生英语学习基石的钥匙
我们农村中学的学生小学时未接触过英语，学生的原有基础是零，上了初中后又赶上新教材起点高、难度大，学起来很吃力。我们的做法是先补课：目的就是给英语零基础的学生打基础。
（1）补词汇：词汇是语言的基本要素，词汇量是否丰富意味着对语言掌握程度的高低。在学习音标之后，我们采用张思中老师的集中识词的方法，以强化记忆的方式扩大学生的词汇量。做法如下：将现行小学英语教材中常用单词和初中“预备篇”中的单词归纳分类集中在识词卡上，即把单词按读音、词性、拼写、词义等重新编排，让学生在认知活动中寻找规律，总结方法，进行自发性，研究性学习。在系统识词过程中我们主要渗透以下方法：音序记忆法，联想记忆法，归类记忆法，合成记忆法。例如：身体类 body head hair face eye nose ear hand arm leg finger 等。为了让学生快速高效地掌握并运用单词，我们把每个单词都一一注上音标，学生一开口就能认读。这样，学生既复习巩固了辨音拼音的能力又容易记忆单词，提高了单词的记忆效率，学生利用规律把机械记忆变为科学识记。“适当集中”是关键，“反复循环”是保证。集中识词一结束，马上用一课时的时间，让全班学生每个人打开“预备篇”通读一遍；并且选一些简单通俗易懂的英语短文让学生阅读。针对学生记得快忘得快的特点，根据遗忘规律，每周安排几次单词听写，内容包括本周学过的所有单词及前几周听写时错误率较高的词汇，随时抽查学生手中的集中识词卡。学生感到学后有了用武之地，极大地保护了学生的学习兴趣。
（2）补口语：学习英语是为了应用语言进行交流，从入门阶段就应注重培养学生的口语会话能力。我们把小学英语和英语新目标七年级上册有关日常生活中衣食住行及最常用的礼貌用语等编成简单易记容易上口的俩俩对话，并且也一一注上音标教给学生，让他们模仿操练。每节课坚持5～10分钟会话活动，努力培养学生的听说能力。使学生先学会一些口语，为日常交际奠定基础。这样，在教法中渗透学法，激发了学生的学习兴趣，使学生不仅利用有限的课堂时间学会了知识，还掌握了学英语的规律与方法，培养了自学的能力，同时也有利于对学生及早开展听说读写各种技能的训练，因此学生的学习成绩与以往相比大面积得到稳步提升，严重的两极分化现象得到了很好的遏止。
新目标中的“预备篇 ” 教学内容虽不复杂，但是教师的责任却不小,作为一名七年级英语教师，在使用新编初中英语教材的过程中，应从《英语课程标准》的实际要求和学生的实际情况出发，对教材进行创造性的处理和使用。引导学生积极地学习，让那些初涉英语学习的学生从一开始就打心眼里喜欢英语；帮助学生掌握正确的英语学习方法，养成良好的学习习惯，为以后的学习打好坚实的基础。
篇16：说课教案
说课教案
说教材： 我说课的课题是：人民教育出版社的《义务教育课程标准实验教科书 日语》八年级上册第四课，《これ、ペレゼントです。》第四课时。 教学目标： 1.知识目标： 掌握本课的生字新词：ペレゼント、クッキ`、Q生日、マジック……学会用～から～まで造句。 2.能力目标： 熟练掌握庆祝朋友生日时使用的贺词及赠送礼物时的交际用语，理解会话中所表达的情感，并能在其他生活场景中运用。 3.思想目标： 注意探索，观察生活中的各种现象，在学校或班级体中开展研究活动，丰富学习生活的情趣。能够简洁地叙述一个比较完整，连贯的活动过程。 教学重点： 1.新出语 ペレゼント、クッキ`、Q生日、マジック、ペ`ジ、体、使う、立つ、そば、そして、つける、上げる、できる、つぎ、ぴったり、教える、みんな、びっくり 2.コミュニケ`ション表F どうぞ。 おQ生日、おめでとう。 これ、ペレゼントです。どうぞ。DDありがとうございます。 教学难点：1..言~の使い方 そして、つける、できる、みんな 2..文法と表F Vて 助词：～から～まで（空间的起点和终点）；に（动作涉及的对象）； で（动作主体的数量状态） 专栏： 1..コラム：日本の相 对于这一块内容的容量不宜过多，三到五分钟即可。目的是让学生通过学习，丰富课堂教学，提高课堂的趣味性，更好的了解日本的民间活动，增加对日语学习的兴趣，提高自主探索的能力。 教学安排： 1.本课内容是巴特尔在生日这天正好来健太家玩，健太母亲和健太郎都送给了巴特尔生日礼物。会话全文可以分为两个部分：第一部分为招待客人和受到招待时的会话；第二部分为赠送和接受礼物时的`会话。教学中，要让学生了解日本人通常的一些言语行为习惯。如接受礼物时一般习惯于当面打开礼物包装盒并及时称赞，道谢；吃东西前要说“いただきます”。 2.中学生在日常生活中适合使用“～ください”的情况不很多。本课设计了指导大家做游戏的方法，这样使用“～ください”是非常自然的。教师要注意向学生讲解清楚“～ください”的语用条件。 3.课文内容讲述的是一个有趣的“魔术”现象，可以一边模仿一边学习。另外，还可以发动学生积极发现一些日常生活中类似的“魔术”现象，满足学生的好奇心，激发学生探索知识的兴趣。 4.提示新旧知识间的联系线索，帮助学生整理知识点，把各分散的知识点有机地串联起来，可以有效地提高教学效果。例如本课“～ください”“～から～まで”等新知识都可以用旧知识导入。 5.看图说话不仅可以帮助学生提高口头表达能力，而且对学生想象力的培养也是十分有益的。本课的看图说话情景固定，限定较多，主要是为了练习与生日相关的会话。教师可以在课堂上利用图片激发学生的想象力，复习词汇，句型，开展口头和笔头的言语操练活动。这种练习对促进学生的思维发展，提高口头，笔头表达能力都很有效。 教学过程：（第四课时） 1.词汇教学：ペレゼント、クッキ`、Q生日、マジック、 这一环节，可以采用一，读单词。如，老师领读，学生跟读；一名学生读，其余学生跟读；大家齐读；跟着录音读等形式。以读促学，通过大量的读，让学生一开始就接触并掌握到正确的单词读音。二，通过分组比赛的方式，看哪一组造读的语音语调最好。三，造句，看哪组造的句子最好，给予小红旗奖励。 2.交际用语：どうぞ。おQ生日、おめでとう。 これ、ペレゼントです。どうぞ。 DDありがとうございます。 通过情景角色扮演，对话的形式来巩固和记忆这些寒暄语。避免枯燥无谓的记忆。 3.表达方式：1.～といっしょに2.食べる和いただきますの区e 3.から（空间的起点）4.まず、そして、それから～ 4.阶段练习：做“口头练习”“听力”“语法检查”中相关的部分。 通过练习，对于刚刚讲过的知识能够得以及时的巩固和加强。 5.执行任务：运用课文第一，二，三，段所提供的语言素材，语法知识，在小组内进行手和脚的动作演练。要求由组长下达号令，由小组成员做动作，强调团队精神，动作要整齐。 6.具体操作：一.创造情景，运用会话1-7行所学的交际用语和语言知识，展开演练，角色中有一人是长辈。 二.创造情景，学习和演练会话第8行到结束的内容。演练时要有以下情节：1.确认对方的生日；2.赠送礼品；3.接受礼品者致谢；4.打开礼品盒，评价礼品。 我的说课到此结束，谢谢。 日语部：姜伟 5月12日篇17：说课教案
人教版说课教案
本文是工大附中 刘亚斌老师设计的说课教案，非常科学，希望大家共享 人教版九年级化学全一册 第十一单元 课题2 酸与碱之间会发生什么反应 哈尔滨市南岗区哈工大附中 刘亚斌 第十一单元 课题2 酸与碱之间会发生什么反应说课教案 一、说教学总体设计理念 李诚忠会长报告中所提到的“成功教学法”理念：成功教学法以学生学为中心，学生在老师的指导下掌握方法，感悟道理，学习知识，提高能力，在解决问题的实践过程中开发智能，发展创新。 老师的任务是帮助学生学。教学不能只靠老师讲，老师不要把功夫主要下在讲上，因为无论讲得怎么精彩都不可能把所有学生讲会。 姜昆、冯巩的相声我们都听了无数遍，可有多少人能说出来呢？所以，成功教育认为教学的成功不能靠讲，而要靠学生的学习实践。 科学家的成功是自己把问题想明白，教育家的成功是让学生把问题想明白。老师要把自己想到的变成问题提给学生，让学生想出来。 上课，要把老师讲的时间变成学生学的时间，要耐心地让学生想让学生学。 本课从学生的亲身体验出发，让学生亲身经历丰富的探究活动，组织学生以小组为单位，共同协作来完成探究，不但培养了学生探究未知事物、知识的能力，而且还培养学生实事求是的科学态度和团结协作精神. 二、说教材、教法 1.教材地位及其作用 本课题安排在学习常见酸和碱的知识后，盐的知识前。酸和碱之间发生中和反应这一原理既是对酸碱化学性质的延续和深化，又为下一课题的学习埋下伏笔，它就像一根纽带将酸、碱、盐知识串在一起，并为以后高中学习酸碱中和滴定的定量分析打下了基础，所以起着承上启下的作用。 2. 教学目标分析 A、知识与技能 ① 认识中和反应及其在生活中的运用， ② 了解化学与社会和生活的相互关系， ③ 进一步形成基本的化学实验技能。 B、过程与方法 ①学会借助指示剂判断酸碱发生中和反应的探究方法 。 ②在得出结论和分析原因的过程中体验从个别到一般、从宏观到微观的思维方法。 C、情感态度价值观 ①实事求是的科学的科学态度。 ②保持和增强对生活和自然界中化学现象的好奇心和探究欲，发展学习化学的兴趣。 ③发展善于合作、勤于思考、严谨求实、勇于创新和实践的科学精神。 3. 重点、难点分析 重点：让学生能通过实验探究，进一步分析理解中和反应的原理 难点：让学生能顺利的完成探究实验，并能分析得到结论，从而掌握中和反应的实质，正确书写中和反应的化学方程式 4. 教材整合 （1）先分别做难溶性碱、微溶性碱、可溶性碱与盐酸和稀硫酸反应的3个小实验，通过实验分析能得出难溶性碱、微溶性碱与酸发生化学变化，但不能得出可溶性碱与酸发生化学变化。 【设计意图】让学生通过实验的分析得出正确的结论，培养学生的分析能力及实验探究能力。而且让学生有一个整体的感知，酸碱之间的反应不是都没有现象的。而且课题是酸碱之间能否反应，为了更好的为课题服务。同时，自然的引出本课难点探究氢氧化钠与盐酸能否反应。 （2）让学生自行设计多个实验方案探究氢氧化钠与盐酸能否反应 【设计意图】通过小组讨论交流，以学生现有的知识水平能够较容易的设计出多个方案。通过学生自主合作学习，提高课堂效率，发展学习化学的兴趣。 5.教法 （1）改变教师的角色。在与学生的互动中，教师不仅要充当指导者、组织者，而且要充当合作者、促进者。 （2）创设探究情境和条件，让学生主动参与、乐于探究、勤于动手、善于合作，勇于表达和交流。 （3）根据课题内容的特点，把实验作为问题的生长点。同时，又把实验作为探安问题的基本途径和手段，引导学生根据实验事实来探究物质的性质及其变化规律。 探究学习教学模式：激情引趣――合作探究――点拨释疑――巩固拓展――感悟升华。 三、说学情 、学法 1.学情 初四学生对化学知识已有所了解，对知识也已经有所积累，知识面在逐渐扩大，求知欲也大大增加，教师单纯传授知识的方式已无法适应学生的认知需要，学生在解决实际问题中的自主学习要比教师单纯传授知识更有效。因此，教学时，可以大胆地把大部分时间交给他们进行探究和总结。 2.学法 实验―讨论法：强化了学生的设计实验方案的能力、观察能力和团结协作能力 分析―归纳法：提高学生对所得信息进行加工处理的能力。 四、教学程序 教学 过程 教学内容 师生活动 设计意图 激 情 引 趣 [创设情境、引入新课] 1、播放新闻 2、提出问题：浓硫酸泄漏为什么可以用熟石灰来抢险？ 3、学生猜测：酸和碱之间可能发生了化学反应。 4、引出课题 【生】观看、讨论、猜想酸和碱之间可能发生了化学反应。 【师】接下来学生分组探究酸与碱之间能否反应， 根据教学内容选择新闻事件，引入教学内容，首先激发学生学习欲望，以激发学生学习兴趣，产生学习动力。 自 主 探 究 [探究活动一]（ 学生分组实验） 实验1、不溶于水的碱与酸混合 向少量的Cu(OH)2中加入适量稀盐酸 向少量的Cu(OH)2中加入适量稀硫酸 实验2、微溶于水的碱与酸混合 向少量的Ca(OH)2中加入约10mL水 向少量的Ca(OH)2中加入约10mL稀盐酸 实验3易溶于水的碱与酸混合 向少量的`NaOH中加入约10mL水 向少量的NaOH中加入约10mL稀盐酸 2、猜想：氢氧化钠溶液和盐酸发生了化学反应 3、设计实验方案并汇报 4、进行实验探究，得出结论 【学生实验】分别做难溶性碱、微溶性碱、可溶性碱与盐酸和稀硫酸反应的3个小实验 【学生分析】通过实验分析能得出难溶性碱、微溶性碱与酸发生化学变化，但不能得出可溶性碱与酸发生化学变化。 【点拨释疑】引导学生引用比较分析法得出结论 1. Cu(OH)2不溶于水，但加入稀盐酸后形成蓝色溶液，说明生成了一种可溶于水新的物质，从而证明了Cu(OH)2能与稀盐酸反应 2.分别向Ca(OH)2加入水和盐酸，现象不同，能够足以说明Ca(OH)2能与盐酸反应 2. NaOH能溶于水加入水后，和加入稀盐酸后，现象一样，都是固体消失，无法证明有新的物质生成。 【质疑】酸与碱之间是否都能发生反应呢？那又如何证明氢氧化钠能与稀盐酸反应呢？ 【生】讨论，设计实验方案 【设计意图】 1.证明两类物质反应时，应做多组实验，让学生体会到从个别到一般的思维方法。 2. 透过现象看其本质，不能只凭固体减少，得出有新物质生成，让学生学会全面分析，得出正确的结论。培养学生的分析能力及实验探究能力。 3.运用控制变量的方法设计科学的实验方案，例如实验2若没有10ml水做对比实验，那么对这个实验就会产生质疑。 让学生有一个整体的感知，酸碱之间的反应不是都没有现象的。为今后的学习做好铺垫，同时，引出新课探究氢氧化钠与盐酸能否反应。 探究活动二：氢氧化钠溶液和盐酸发生了化学反应 设计多个实验方案（学生小组讨论） 方案一：向氢氧化钠中加入酚酞溶液，溶液变红，然后再往里滴加盐酸，若观察到溶液颜色由红色变为无色，说明两者发生了反应；否则未反应。 方案二：向盐酸中加入石蕊溶液，溶液变红，然后再往里滴加氢氧化钠，若观察到溶液颜色由红色变为紫色，说明两者发生了反应；否则未反应。 （多媒体演示） 【学生动手实验】 【提问】如果将恰好完全反应后的溶液蒸发，会得到什么物质 反思交流、归纳总结 1、写出氢氧化钠和盐酸反应化学方程式 2、模仿上题写出实验1、2中的化学方程式， 并观察这几个方程式有什么共同特点？ 3、学生交流讨论后归纳出中和反应的概念 及盐的定义 归纳总结，形成新知。 教师引导学生思考讨论，虽然碱中的金属种类不同，酸中与氢结合的酸根种类也互不相同，但这并不影响酸跟碱的反应。 （课件）展示氢氧化钠和盐酸反应的微观示意图 学以致用 请同学们解释课前新闻中用熟石灰来为浓硫酸 泄露抢险的原因，并书写化学方程式。 【生】设计实验方案：选用试剂来证明、氢氧化钠溶液和盐酸发生了化学反应 【点拨释疑】 老师提示：要判断酸和碱是否发生了反应，可以根据变化中的现象来判断是否有新物质生成或是反应物是否还存在。 要求 1．各小组在二分钟之内利用课题一所学内容想出尽量多的方法 2．将想到的方法记录在实验报告上。 3．归纳总结，分组汇报 【师】总结归纳学生的方案，看大屏幕 【生】学生描述现象 【引导】 ①实验过程中颜色为什么会发生变化？ ②方案中滴加酚酞溶液或石蕊溶液的作用是什么？ ③注意观察实验现象哪一个最明显 ④要使酸和碱恰好完全反应,应选择哪套方案,如何操作？ 【生】得到的物质是氯化钠 【生】都是酸与碱反应生成盐和水 【师】我们把这种反应叫中和反应 【师】通过你们的学习谁来给大家解释熟石灰来为浓硫酸 泄露抢险的原因？ 【生】 学生回答，并写出反应的化学方程式。 利用课题一所学的内容，学生能较轻松的借助石蕊、酚酞溶液来设计实验。 进一步激发学生的学习热情，张扬个性. （反馈与调控）设计多个方案时，由学生实际情况定是否用小组讨论。 【设计意图】 1.让学生亲身体验到用石蕊或酚酞溶液都能证明，但用酚酞溶液的现象篇18：新目标 七年级上 unit 10 全套教案
Go for it!
Unit 10 Can you play the guitar?
一、单元总揽
（一）单元教学内容
话题： Can you play the guitar?
功能：（1）谈论能力
（2）辨别乐器
语言结构：
1、句型：Can you dance? Yes, I can. No, I can’t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.
2、复习已学词汇：basketball volleyball
复习已学句型：Do you like…? I like…. I don’t like….
Let’s ….
3、新词汇：Verbs of activity such as dance, swim, sing
Names of musical instruments such as guitar, drums, piano, drums, trumpet,
4、Grammar focus: Can you dance? Yes, I can. / No, I can’t.
Can he paint? Yes, he can. /No, he can’t.
Can she speak English? Yes, she can. / No, she can’t.
Can you speak English? Yes, we can. / No, we can’t.
What club do you want to join? We want to join the chess club.
I want to join the basketball club.
（二）单元教学目标：
1、能力目标：（1）学会询问别人所拥有的技能
（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部
（3）能够表达自己参加俱乐部的意愿和理由
2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词
（2）要知道play +球、棋、牌
play ＋the +乐器
（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答
（4）掌握询问别人所掌握的能力的方法
3、情感策略、文化等有关目标：
（1）通过对人物个性化的了解，认识对方
（2）跨学科学习：语言艺术、审美教育
（3）了解自己的能力，培养情操
4、教学方法：直观教学法、情景教学、任务型教学法
5、教学用具：录音机、电脑、卡通图片
（三）单元重难点
本单元重点学习询问别人的能力
2、情态动词can及动词play教学是本单元的难点
（四）单元教学课时安排建议（4课时）
第一课时 Section A
第二课时 Section A
第三课时 Section B
第四课时 Self-check及处理一些练习册
二、Teaching Procedures
Period 1:Section A1a –1c
Additional materials to bring to class
Harmonica and guitar or other two musical instruments to use in the language goal section
PowerPoint with pictures of basketball, volleyball and some music instruments.
Step 1 Revision and lead in
The teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club?
Step 2 Presentation
Ask the students to look at the pictures of Page 59 , there are some clubs in it. Let’s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.
If the school has clubs, the teacher can ask the students: What clubs do we have in our school?
The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.
Then introduces the key vocabularies and the words can and can’t.
The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can’t. Then repeat with other actions or pictures, such as play volleyball.
Show the students the activities the people in each club can do with the same step.
Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.
Can you dance? Yes, I can. / No, I can’t.
Can he paint? Yes, he can. /No, he can’t.
Can she speak English? Yes, she can. / No, she can’t.
Can you speak English? Yes, we can. / No, we can’t.
Can you play it well? Yes, I can. / No, I can’t.
Do the action and read the new words and phrases.
Ask the students to practice can and can’t. Ask the students to practice can you play it well?
At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.
Step 3 A game
To be more familiar with the words and phrases, the teacher can organize a game like this:
Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange.
Step 4 Exercise
Task 1:
Look at the pictures on Page 59.1a. Points to the activities the people in each club are doing. Say something about each club’s activity clearly. For example, This is a chess club. See the chess? They are playing chess.
Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write “a” beside dance.
The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar g
Task 2.
Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1.
Task 3
1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.
After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.
Step 5 Homework
Task1: workbook Page 38 Part 1, 2,
Task 2.: fill in the form. Write down three things you can do and three things you can not do.
I can I can’t
The second period: 2c-4
Step1 Revision
Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is.
Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.
Step 2 Presentation:
Task1: （Listening practice）
2a. Ask the students to read the context in 2a on Page 60. Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue.
Task 2（Listening practice）
2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can’t. Then ask the students to listen and repeat the dialogue.
Task 3
3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.
Step3 Survey
After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don’t know.
3b.Page 61 the left part and 2c on Page 60
The teacher asks the students make a survey, and fill in the blanks.
Name Can Play well or not Can’t club why
I
Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary.
Ask some groups of students to act out their dialogue.
Step4 Oral practice
3b. Page 61.the right part
Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club.
Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can’t play it well. And he can’t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.
Step 4: Homework:
Task 1:
4 group work:
Suppose you are a boss, you want to get some good workers. How to write an advertisement.
Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming?
Divide the class into small groups and have them take turns interviewing each other for the job.
Walk round the class offering language support as needed.
Practice Can you help kids with…? Pay more attention to the things after “with”. Eg
Can you help kids with swimming/ chess/ playing chess/ singing?
For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can’t they do?
Homework: Workbook Page 39. Part 3, 4.
The third period: Section B 1a-3b.
Step 1 Revision
Task 1.Ask some questions about can you …? What club do you want to join?
Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …?
Step 2 Presentation
1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B. Page 2.）
The music instruments are guitar, trumpet, drums, violin and piano.
Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.
Ask the students to match the words with the pictures on Page 62 of the book.
The right answers are 3, 1, 4, 5, 2
Step 3 Practice
1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B. Page 5.）
They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary.
Can you play the guitar? Yes, I can.
Can you play it well? No, I can’t.
Can he play the violin? Sorry, I don’t know.
Can she play the drums? Yes, she can . She can play it well.
After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.
Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B. Page 6.）
Then ask more pairs to act the dialogues out in front of the class.
Step 3 Listening Practice
2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B. Page7、8.）
With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on.
person can Can’t
Bill Play the guitar sing
Jennifer Sing, play the drums Play the piano
Victor Play the piano Sing, dance
Step 4 Pair work
2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do.
They can practice it like this:
A: Can Bill play chess?
B: No, he can’t. But he can play the guitar. And he can play it well.
A: Can Bill dance?
B: No, he can’t. But he can sing. And he can sing very well.
Ask the students to work in groups. Ask and answer like this:
-What can you do?
-I can…,but I can’t…
（I can…and…, but I can’t…or…）（PowerPoint Can you play the guitar B. Page 9.）
Then act it out in front. If you can ,you must show（展示）it for your classmates.
3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B. Page 10.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician.
3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B. Page 11.）
The answers are: play, guitar, Can, sing, Can, play, drums.
Homework:
Task 1:
3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.
Task 2:
workbook Page 40-41 Part 5, 6
The four period：Self –Check
Step1 Revision
Ask several students to read the poster out. Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.
Ask the students to say something about their friends. Let’s see what their friends can do for the school show.
Step2 Words check
1 and 2
Ask the students to see if they know the words on Page 64 Part 1.
Ask students to check all the words they know. You may wish to have them circle any words that they don’t know.
Ask students to find out the meaning of any words they don’t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary.
They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica
Step 3 Writing
3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club）
Ask the students to fill in the card individually.
The answers are: Cindy Jones, 12, cindyj@pep.com.cn I can draw a little. I want to learn about art.
Step 4 Check the homework.
Just for fun!
Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can’t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can’t.
Step 5 Group work（Page 63）
4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in the chart.
Name What can you do ?
Li Xin Chinese Kung Fu
Then ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming can….
Culture note
Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies.
Homework
Task 1:Workbook Page 41 Part 7 Writing
Task2: make an interview. What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class.
篇19：七年级上教案(第31课)
七年级上教案(第31课)
31 警惕生物入侵 教学目标 1、通过朗读理解“生物入侵”这一现象，明白生态系统是一个相互依赖和制约的系统，要按照科学规律对待生态环境。 2、充分调动学生的阅读积极性，学习使用典型的例证来讲道理的方法。 3、运用多种朗读方法理清文章思路，整体把握文章内容，提高阅读科普文的能力。 说明： 让学生学好这一课有助于学生理解“地球，我们的家园”这一单元的教学目标，本课重点强调的是在生态环境中，生态平衡的重要，让我们关注“生物入侵”，避免生态灾难。“生物入侵”这一现象对七年级的学生来讲是一个新名词也有吸引力，可通过大量的事例让学生理解此现象（用事实说话），调动学生课外阅读手段，课前收集材料。课上通过多种朗读方法理清本章思路，整体把握文章内容，并通过学生自己对这一现象的理解结合小组探究的形式来摆明态度和找到解决这一危害的对策，发挥学生的积极性。 教学难点与难点 1、重点：，理清文章思路，整体把握文章内容，学习使用典型的例证来讲道理的方法。 2、难点：理解“生物入侵”这一现象的危害，增强遵循科学规律的意识。 说明： 本文的思路清晰，语言简练，理清了文章思路，整体把握了文章内容，明确了典型例子显示观点这一重点有利于理解“生物入侵”是危害“生态平衡”的重要原因，概括出“生物入侵”的定义并能增强学生遵循科学规律的意识，更好的解决文章的难点， 教学过程 教学 环节 教师活动预设 学生活动预设 设计意图 导入新课 揭示课题 抓住题目中“入侵”二字，展示伊拉克战争的图片，以人类战争导入生物入侵。 直观形象的理解题目，有助于学生抓住关键词理解课文。 启发学生理解题目，产生阅读兴趣，进而更好的进入教和学。 整体感知文章内容 学生朗读课文，提问：①哪位同学说说本课有哪些要注意的字词？②文章主要写了哪些内容？说说例证的作用？ 有感情朗读，发挥学生主动性查找一些重点字词。让学生整体感知文章的主要内容。 让学生在朗读过程中理解文章的主要内容。统观全文，理清行文思路，培养学生独立思考、提出问题及分析概括能力 品读文章具体把握 提问：①通过对文章的整体感知，能否给“生物入侵”下个定义？②“生物入侵”究竟会带来哪些“生态灾难”？课文介绍的是“生物入侵”，为什么开头与结尾都要提及“生态平衡”？③文中有许多带引号的词语，说说其作用？ 也可让学生自己提出问题，自己找根据来解决。 通过再读课文，让学生概括出“生物入侵”的含义，明确文章提出以当地物种为主、谨慎引用外来物种的原则。同时也让学生体味文章的语言特色 在品读过程中，问题的设置能够引起阅读的兴趣，突破教学重难点 课堂质疑交流，培养学生敢于发问，善于发问的精神 通过课文具体分析，培养学生对课文的理解能力和表达能力。 合作探究 ①除了文中讲到的葛藤和水葫芦的例子引起生态失衡、生态灾难，你还能找到一些关于“生态入侵”的例子吗？ ②面对“生物入侵”我们应该采取怎样的相应措施？ 通过小组讨论，合作探究的方式摆明态度和找到解决这一危害的对策 给学生提供充足的自主学习的时间，培养学生合作探讨的能力，鼓励学生发表自己的意见。 学会运用自己的语言表达自己的思想见解和心理感受。 课后 作业 拓展 熟读课文，将同学总结的措施进行归纳 学生自觉的朗读，品位文章的语言精炼，生动有趣之美 让学生在朗读中加深对课文的理解 思路点拨 本文结构明晰，语言精炼，读来生动有趣，可从题目着手，让学生形象的.理解“入侵”。在调动了学生的阅读兴趣的情况下通过朗读，对课文思路进行梳理，来整体把握文章内容。理解了“生物入侵”，让学生通过大量的课外事例来加深对“生物入侵”造成的危害的认识，从而发挥学生的积极性制定相应的对策。 练习举隅 1、利用网络搜寻有关“生物入侵”的信息，并加以整理，在班上组织一 次以“话说生物入侵”为题的讨论会。 2、结合本课内容，看一则材料《预警机制防范生物入侵》，写一篇关于增强防范意识，为建设家园，保护家园，防范生物入侵为主题的读后感。 课后反思 在语文的外延中学习有人说“生活的外延有多大，语文的外延就有多大”，“二期课改”注重 学生主体性的发挥，要发挥学生的主体性就要以课本为载体，通过大量课外的对学生理解课文有帮助的材料来解决课内问题并收获更多知识，这也叫拓展阅读，这样能让学生在语文的外延中学习。 本课鉴于文章本身难度不大，我采用了借助查阅更多的资料来印证课文表达的观点的方式进行教学。首先为了调动学生学习的兴趣，更直观的理解题目，展示了一些伊拉克战争时的图片，让学生清楚的知道“入侵”的含义。接下来，通过朗读，对作者的行文思路进行梳理，让学生对文章内容有整体性的感知，在这一环节，我还发挥了学生学习的主动性，让学生自己提出问题，锻炼提高他们的问题意识，在学习课文的过程中留有学生思考的痕迹，他们都很积极，关于内容和形式上都有所提及，证明学生是认真思考了。 在合作探究环节，让学生说说除了文中讲到的葛藤和水葫芦的例子引起生态失衡、生态灾难，你还能找到一些关于“生态入侵”的例子吗？这是需要在课下搜集大量的资料才能回答好的，学生们也都很积极主动的将自己搜集的资料和大家一起交流，老师也介绍了一些自己在平时生活中看到的上海郊区出现的“生物入侵”现象，和学生一起进行探讨。最后通过大量的材料，让学生打开大脑发动机，通过小组讨论交流解决面对“生物入侵”我们应该采取怎样的相应措施？回答这一问题，不仅需要掌握大量的资料，还需要许多课外知识的支持，在班里有一些平时阅读比较广泛的同学可以带动其他同学一起来解决。 通过此课的教学，使我看到课内外结合进行合作探究式的学习的好处，这不仅能增强学生的学习兴趣，更能增长许多课外知识，虽说此课语言明白如话，但通过这种方式，课文的容量扩大了，学生在课上各方面的能力都能得到锻炼，所以说语文课要在其外延中去学习。篇20：七年级上教案(第7-8课)
七年级上教案(第7-8课)
第7课 滹沱河和我 教学目标：1、学习作者细致的景物描写的方法。2、理解“滹沱河”的性格特点和“我”的性格成长之间的联系。3、体会作者对故乡、故乡人的热爱、赞美之情。 说明：本文是一篇叙事写景的散文，在叙述与描写的过程中，作者将“河”与“人”紧密联系，将“景”与“情”有机结合，展现了大自然无常的变幻和震撼人心的力量，抒发了对自然伟力和对家乡的崇敬、怀念之情。然而文章所展现的北方大河所特有的磅礴气势是生活在城市中的现代中学生难以想象的，他们缺少这样的生活体验。所以，教师一定要立足于文本本身，引导学生通过多种形式的朗读、品味词句，感受这一种别样的风情，理解作者的情感。 教学重点：熟读课文，通过对关键词句的品读、赏析，把握课文主要内容，理解“我”与滹沱河之间密不可分的关系。 教学难点：理解“我”对滹沱河的深厚情感，以及从滹沱河身上获得的启迪。 教学过程 一、导入学习：俗话说，一方水土养一方人。自然、地理环境总是与人的性格、气质有着千丝万缕的联系。北方的白山黑土塑造出了豪爽粗犷的胸怀；江南的小桥流水孕育了温柔细腻的情感。今天我们学习的是《滹沱河和我》，来看一看，这条桀骜不驯的滹沱河和作者到底有着怎样的联系？ 二、作者简介：牛汉―原名史成汉，山西定襄县人，1923年出生，蒙古族。抗日战争期间在陕甘地区读中学、大学。1940年开始发表文学作品，已出版诗集、散文集等20余种。曾获马其顿“文学节杖奖”、“新诗界国际诗歌奖北斗星奖”。现为中国作协全国名誉委员，中国诗歌协会副会长。 三、初读文本：文章最后一节说“滹沱河是我的本命河”。阅读全文，一边读一边圈划出描写滹沱河和我的联系的语句，说说你对这些话的理解。 四、研读文本：1、文章描写了滹沱河的两种状态，干涸的和咆哮的，这两种状态下的滹沱河分别是什么样的呢？又分别带给作者什么样的感受呢？ 干涸的滹沱河：“那是灰灰的沙滩，无知无觉地躺在那里，除去沙土之外，尽是大大小小的石头。”“从远远的左边望到远远的右边，那灰灰的沙和灰灰的石头似乎都滚动了起来，看不到头尾，我恍惚觉得滹沱河和一条其大无比正在飞动的蛇，这沙滩是它蜕下来的皮，那数不清的石头是皮的鳞。”我的感受：好奇――失望――恐惧 咆哮的滹沱河：“那声音，不，那滹沱河一会儿像是从深深的地下喷出来的；一会儿又觉得天动在打闷雷，像是从天上降落下来的。”“它不象水在流动，是一大块深褐色的土地在整个地蠕动。……正是这千千万万匹野兽的狂吼，还有被它们践踏的大地的喘息声。”我的感受：震撼（“我第一次感到自己是多么的渺小！”）赞美 2、文章最后一节说“但是，我能把它深深地藏在心里”思考：作者为什么会喜爱这样一条桀骜不驯的河？作者是把对于家乡人性格气质的热爱之情融于了对家乡山水的认识过程之中。文章表面上是写河，实际上是赞美故乡人那种充满了生命力量的性格气质。 3、说说题目“滹沱河和我”的含义。 五、小结归纳：滹沱河这条桀骜不驯的河与“我”的成长有着密切的关系。表面上作者是在写河，实际上是在写人，“我”对河的热爱之情也是 “我”对家乡的热爱、赞美之情，赞美故乡人那种充满了生命力量的性格气质。 六、拓展训练：文章运用了大量生动形象的比喻句，特别是滹沱河发大水那一部分，把河水的 气势描写得十分惊心动魄。请摘录你最喜欢的一句比喻句，进行品味、鉴赏。 七、课后作业：1、“一方山水养一方人”。写一个150字左右的.片段，体现你的性格特点和故乡之间的关系。(必做)2、收集滹沱河的有关资料，写一篇调查报告。(选做) 第8课 藕与莼菜 教学目标：1．学习本文借物抒情的写作特点。2．学习本文平实朴素、淡雅自然的语言特点。3．培养学生热爱家乡的思想情感。 说明：这是一篇借物抒情的美文，作者将自己对故乡的热爱之情寄托在具有典型代表意义的“藕与莼菜”上，借对故乡“藕与莼菜”的怀念，表达了对故乡的热爱之情。这种借物抒情、托物言志的写法是散文中常见的一种写作手法，学生应学习、体会。其次， 叶圣陶先生在中国新文学史上是一个具有独特风格的作家，细密的观察，客观的写实，平实朴素、自然淡雅的语言风格在本文有显著的体现。所以教师引领学生钻研本文，赏析、品味语言是教学的重要环节。学习本文，培养学生对家乡的热爱之情，从而达到陶冶情操的目的。 教学重点与难点：1．重点：感受作者在平实的语言中所蕴含的丰富情感。2．难点：调动学生阅读文本的热情，学习作者借助对比手法，鲜明地传达对故乡的热爱之 教学过程： 一、导入新课：故乡的风物最让人牵记的莫过于小时候吃过的东西了,叶圣陶先生是我们熟悉的作家,他对故乡的怀念也寄托于两样他儿时吃过得的东西――藕与莼菜，在离开故乡的日子里，只要想到吃到他们，就勾起他们的故乡情。（托物言志或借物抒情） 二、熟悉课文感受作者的思乡情：1．引领学生朗读课文，品味文中精彩的语句，把握作者思想的脉络。2．帮助学生认识故乡情结对一个人一生的影响，从而引导学生理解作者的思想情感。（学生：1．分组朗读或全班集体读，在朗读中感受作者的情感。2．小组或个人可以选择自己喜欢的段落加以品味、欣赏。） 三、激疑探究，讨论交流：1．组织学生在质疑中探究，在探究中理解文章的主旨。2．引领学生分析文章的对比手法，感悟作者在文中表达出对故乡的深情。（学生：1．文章是如何运用对比手法体现对故乡的热爱，请学生分析文章的对比手法的运用：故乡的“藕”：①洁白②甘美③鲜嫩“这里” 的“藕” ：①瘦②涩③少故乡的莼菜：①天天吃②令人心醉③满舱盛满莼菜这里的“莼菜”：①难得吃上②用瓶子装2．作者难道只是怀念故乡的藕与莼菜吗？（因为故乡有亲密的人、知心的朋友，更有那份难舍难分的情结。）） 四、总结全文，布置作业：1．用简洁的语言概括文章的主旨。2．班级交流阅读感受。3．课外阅读叶圣陶的文章。【新目标英语七年级上Unit2 Is this your pencil?教案 说课教案】相关文章：
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